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POTENTIAL INFLUENCE OF WORLD HERITAGE SITES OVER THE GLOBAL CITIZENSHIP EDUCATION IN THE REPUBLIC OF

Manual for teachers of general secondary and high school education programmes

National World Heritage Committee under the jurisdiction of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO

Almaty 2017 UDC 371.214 BBC 74.202 P 64

P 64 «Potential Influence of World Heritage Sites over the Global Citizenship Education in the Republic of Kazakhstan. Manual for teachers of general secondary and high school education programmes. K.M. Baipakov, D.A. Voyakin, M.E. Dikan, M.N. Massanov, E.A. Sarsenova, Z.N. Shaigozova. – : APCEIU, NWHC. 2017. Content ISBN 978-601-06-4672-8

Present publication is a manual for teachers for of general secondary and high school education programmes of the Republic of Kazakhstan and . It aims to raise awareness of teachers and students on the issue of local cultural and natural heritage, and Global Citizenship Education 10 Cooperation between Kazakhstan and UNESCO Concept, and to introduce World Heritage and Global Citizenship Education topics to the general Baipakov K.M., Voyakin D.A., Massanov M.N. secondary and high school education programmes of Kazakhstan. For Kazakhstan and Central Asian, it is a first attempt to understand the potential contribution of UNESCO World Heritage Sites 28 World Heritage of Kazakhstan to the Global Citizenship Education. Baipakov K.M., Voyakin D.A., Massanov M.N.

Disclaimer Global Citizenship Education While every effort have been made to ensure that the information contained herein is correct at 72 the time of publication, the authors shall not be held liable for any errors, omissions, inaccuracies Dikan M.E., Massanov M.N., Sarsenova E.A. or accidents that may have occurred. Example of Educational Course 1 The ideas and opinions expressed in this book are those of the author(s) and do not necessarily 82 represent the views of APCEIU and NWHC. The author is responsible for the choice and presentation Sarsenova E.A. of facts contained in this publication. Presented maps, pictures, and symbols do not imply any Example of Educational Course 2 opinions on the part of APCEIU or NWHC. 100 Dikan M.E.

UDC 371.214 110 Annex: Potential of Intangible Heritage over the Global BBC 74.202 Citizenship Education Shaigozova Z.N. Asia-Pacific Centre of Education for National World Heritage Committee International Understanding under the jurisdiction of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO APCEIU NWHC 120, Saemal-ro, Guro-gu, Seoul, Str. Baikadamova 10/2, Almaty, Republic of Korea, 08289 Republic of Kazakhstan, 050060 (+82-2) 774-3956 +7 (727) 246 40 27 [email protected] [email protected]

ISBN 978-601-06-4672-8 @ APCEIU @ NWHC

3 Foreword

APCEIU has strived to establish cultural identity and provide learners with the experience of history and culture in Asian region by development and distribution of educational materials on World Heritage. Starting from the publication of Homo Ludens: Children’s Games in Asia, Our Valuable Cultural Heritage in 2012, APCEIU has published Education for International Understanding (EIU) materials using World Heritage: Bagan/Pagan: The historic site of Myanmar (2013), Angkor: The World Heritage of Cambodia (2014), World Heritage in Uzbekistan: Crossroad of Cultures (2015). Through these developments on World Heritage materials, APCEIU has been able to foster and promote cultural diversity, mutual understanding between regions among UNESCO Member States in Asia-Pacific. In 2016, responding to the deepened demand of educators for quality resources, APCEIU and Arts-ED of Malaysia collaborated in development of teacher’s guide book ‘Bridging Global Citizenship Education and World Heritage’ utilizing local World Heritage in Malaysia so as to be utilized during EIU/GCED classes. This educational material is practical for both learning and teaching and well- organized containing GCED main concepts, which receives much attention nowadays from many educators. In 2017, based on the previous achievements and experiences, APCEIU and National World Heritage of Republic of Kazakhstan have collaborated to develop an educational material on GCED and World Heritage of Kazakhstan that can be used by teachers to teach GCED through Heritage Education. This guide book not only contains case studies of lessons designed to teach cultural diversity through various tangible World Heritage sites of Kazakhstan, but also suggests the potential value of intangible heritage of Kazakhstan as GCED educational resources. The educational materials will be useful in organizing a class which can foster Global Citizenship among learners and suggest learning objectives based on UNESCO’s core conceptual dimensions of GCED; cognitive, socio-emotional and behavioural which EIU/ GCED pursues. We hope that this guide book will contribute to fostering of Global Citizenship in Central Asia which allows students to cast away a prejudice and to learn to live together in peace with people from different cultural backgrounds.

CHUNG Utak BAIPAKOV Karl Director, APCEIU Chair, NWHC

4 5 Introductory World Introduction of National Commission of the Republic of Kazakhstan for UNESCO and ISESCO You have in your hands the publication «Potential Influence of the World Heritage Sites over the Global Citizenship Education in the Republic of Kazakhstan». It was prepared by Asia-Pacific Centre of Education for International Understanding (APCEIU) and National Dear readers! World Heritage Committee under the jurisdiction of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO (NWHC). UNESCO assures the coordination of the international community in field of education, Present publication is a manual for teachers of general secondary and high school science, culture, and information and communication. One of the most well-known education programmes of the Republic of Kazakhstan and Central Asia. It aims to efforts of UNESCO is the protection and conservation of the cultural and natural heritage raise the awareness of teachers and students to the issue of local cultural and natural sites. For these reasons UNESCO has the World Heritage List, which includes the most heritage, and Global Citizenship Education Concept, and introduce World Heritage and valuable sites not only for the country of their origin, but also for all present and future Global Citizenship Education topics to the general secondary and high school education generations of the Humanity. programmes. Protection and conservation of the cultural and natural heritage sites of international It is important to mention that for Kazakhstan and Central Asian it is a first attempt community is an important element of Global Citizenship Education concept, which is to understand the potential contribution of UNESCO World Heritage Sites to the Global focusing on the implementation of the UN Sustainable Development Goals (SDGs) until Citizenship Education. In this regard the team of authors of present publication hope that 2030. it will became the first step for the wider discussion on different levels of such issues as, Implementation of the SDGS is highly important to Kazakhstan, including SDG-4 potential of World Heritage Sites and Global Citizenship Education. dedicated to the education issue. At the same time Kazakhstan pays particular attention The team of authors is composed by scholars with specialization on studies and to the conservation and inclusion of Kazakhstan’s sites into the UNESCO World Heritage conservation of the World Heritage of Kazakhstan, and practicing school teachers, who List. developed examples of education courses: National Commission of the Republic of Kazakhstan for UNESCO and ISESCO expresses its gratitude to the Asia-Pacific Centre of Education for International Understanding − Baipakov, Karl Moldakhmetovich – Chair, National World Heritage Committee (APCEIU) and National World Heritage Committee under the jurisdiction of the under the jurisdiction of the National Commission of the Republic of Kazakhstan for National Commission of the Republic of Kazakhstan for UNESCO and ISESCO (NWHC) UNESCO and ISESCO; Director, Republican State Enterprise «State Museum «Centre for for preparation of the manual «Potential Influence of the World Heritage Sites over the the Rapprochement of Cultures»; Academician, National Academy of Sciences of the Global Citizenship Education in the Republic of Kazakhstan» for teachers of general Republic of Kazakhstan; Ph.D. in history, Professor; schools. − Voyakin, Dmitriy Alekseevich – Vice-Chair, National World Heritage Committee National Commission is expresses its confidence that this initiative will contribute under the jurisdiction of the National Commission of the Republic of Kazakhstan for to promotion of the Global Citizenship idea and careful treatment of national and UNESCO and ISESCO; Director-General, «Archaeological Expertise» LLC; Regional international cultural and natural heritage sites. Facilitator for the serial transnational nomination ‘’ for UNESCO World Heritage List; Ph.D. in history; Izanova Dinara Tolegenovna − Dikan, Mikhail Evgenievich – teacher of Geography, «Arman» gymnasium school Deputy Director of the Department of Multilateral (); honorary teacher of the Republic of Kazakhstan; merited instructor for Cooperation, Ministry of Foreign Affairs of the tourism of the Republic of Kazakhstan; Republic of Kazakhstan − Massanov, Madjer Nurbulatovich – Secretary, National World Heritage Committee

6 7 under the jurisdiction of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO; Master in history; − Sarsenova, Elvira Arstambekovna – teacher of and literature, «Miras» International School (Astana). International examiner for Russian and foreign languages; Doctoral Candidate in «Management of Educational Process»; winner of Acknowledgements the competition of best pedagogical projects in field of Education for International Understanding; − Shaigozova, Zhanerke Nauryzbayevna – Associate Professor, Abai Kazakh National First of all National World Heritage Committee under the jurisdiction of the National Pedagogical University (Almaty); Member of National Committee for Protection of Commission of the Republic of Kazakhstan for UNESCO and ISESCO (NWHC) and Asia- Intangible Heritage under the jurisdiction of the National Commission of the Republic Pacific Centre of Education for International Understanding (APCEIU) express their of Kazakhstan for UNESCO and ISESCO, Ph.D. in pedagogical sciences. gratitude to the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO for its support on the national level. Gratitude also concern two additional Present publication can be separated in three parts. First part presents general pedagogical consultants: Mrs. Uliya Ilinichna Kim (Executive Assistant of the National description of UNESCO and its cooperation with the Republic of Kazakhstan. It pays Coordinator of UNESCO Associated schools of the Republic of Kazakhstan) and Mrs. particular attention to each Kazakhstan’s site from the UNESCO World Heritage list. Victoriya Vladimirovna Shestel (expert in professional self-determination) that Second part covers Global Citizenship Education concept, and main international trends found an opportunity to read the draft version of present publication and provide a in field of school education in the world. Third part of this publication provides practical series of very useful recommendations in a very short period of time. guide on the ways that Kazakhstan’s teachers of general secondary and high school Mr. Kim Jong-Hun (Head, Office of Culture, Communication and Public Information, education programmes can use World and Intangible Heritage for promotion of global APCEIU), Mr. Yi Mokeun (Assistant Programme Specialist, Office of Culture, citizenship concept among their students. All three examples of education courses were Communication and Public Information, APCEIU) and Mr. Heo Younghan (photographer) made as much different from each other as possible in order to provide to Kazakhstan’s have made their contribution into preparation of present publication on behalf of APCEIU. teachers a wider choice for preparation of their own classes dedicated to the World The team of authors of present publication is composed by practicing school Heritage sites and Global Citizenship Education. teachers, and specialists in World Cultural Heritage. In this regard it is important to mention Mr. Sergey Lvovich Sklyarenko (Ph.D. in biology, Association for the Conservation of Biodiversity of Kazakhstan) and Mrs. Elina Romanovna Maltseva (Vice-Chair, Kazakhstan National Committee «Man and Biosphere»), who provided a useful assistance in selecting of materials on World Natural Heritage sites of Kazakhstan. Authors of present publication also would like to thank numerous organization and colleagues, who provided their photo-materials. The source of each photo is mentioned next to it.

8 9 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Aims and goals of UNESCO − Education; − Social and humanitarian sciences; − Culture; United Nations Educational, Scientific and − Natural sciences; Cultural Organization also known as «UNESCO» is − Communication and information. one of the specialized agencies of United National UNESCO global goals are contribution to straighten peace and security by expanding (UN) – is an international organization created to cooperation between nations in field of education, science and culture in favour of support and straighten peace and security, and universal respect of for justice, law and human rights, as well as fundamental freedoms development of cooperation between its State proclaimed by the UN Charter for all nations without distinction of race, sex, language Parties. UNESCO Constitution was signed on and religion. November 16, 1945, and entered into the force on November 4, 1946. By the time of preparation «Throughout its activities and projects, UNESCO performs the following range of of this publication (November 2017) UNESCO functions: consist of 195 State Parties including the Republic − Laboratory of ideas: UNESCO plays a key role in anticipating and defining the most of Kazakhstan. UNESCO headquarters is situated important emerging problems in its spheres of competence, identifying appropriate in Paris, France. Arab, Chinese, English, French strategies and policies to deal with them. and Russian are the official languages of the − Standard setter: UNESCO serves as a forum for articulating the ethical, normative and Organization. intellectual issues of our time, working towards universal agreements on these issues. − Clearinghouse: UNESCO has a role in gathering, transferring, disseminating and sharing available information, knowledge and best practices in its fields of competence, UNESCO governing bodies are: identifying innovative solutions and testing them though pilot projects. − Capacity-builder in Member States: UNESCO organizes international cooperation to − General Conference: highest governing body, which reunites once in two years, when serve its stakeholders in building human and institutional capacities. it decides some of the most important questions of UNESCO activities, and accepts − Catalyst for international cooperation: UNESCO as a technical multidisciplinary UNESCO Programme and budget. Each State Party possesses the right of vote. First agency plays a catalytic role for cooperation». session of the General Conference of UNESCO had taken place in Paris from November, 19 to December, 10, 1946. − Executive Board: executive body, which includes representatives of 58 UNESCO State Parties and reunites twice per year for preparation of the work of the General Conference and execution of its decisions. − Secretariat: executive body, which implements UNESCO Programme under the auspices of Director-General (elected for four years). Among other things, UNESCO together with its partners and affiliated organizations provides a global promotion of peace, sustainable development and intercultural dialogue, determination and monitoring of international standards, as well as consultancy to its State Parties in field of five areas of its activities:

1 Internet-site of UNESCO Almaty Office: http://en.unesco.kz/unesco/about-us/almaty/office

10 11 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Kazakhstan as part of UNESCO for UNESCO, based in Paris, France, for regular participation in the work of the Organization and communication with its other State Parties. UNESCO Almaty Cluster Office for Kazakhstan, , Tajikistan and After the disintegration of the (who was the member Uzbekistan has been working in Almaty, Republic of Kazakhstan since 1994. It was of UNESCO since 1954), the Republic of Kazakhstan was the first the first office of UNESCO on the territory of former Soviet Republics of Central Asia state of post- to become the member of UN in and Caucasus Region. In 2001, active cooperation between Kazakhstan and UNESCO March, 1992, and the member of UNESCO on May, 22, 1992. contributed to acknowledging a regional status to the UNESCO Almaty Cluster Office. In parallel with UNESCO Almaty Cluster Office, the National Office of UNESCO works in , Uzbekistan. UNESCO Almaty Cluster Office implements its programmes It is important to mention that UNESCO is the only international organization of UN and projects on the territory of four countries: Kazakhstan, Kyrgyzstan, Tajikistan that implements its cooperation with its State Parties by means of National Commissions and Uzbekistan. Activities in each country are implemented together with National for UNESCO – specially created governmental administrations in all State Parties of Commissions for UNESCO and partner network in their fields of competence. UNESCO. National Commission of the Republic of Kazakhstan for UNESCO and ISESCO, which is a part of the Ministry of Foreign Affairs of the Republic of Kazakhstan, National Committees under the jurisdiction of National Commission of manages the straightening of cooperation between UNESCO and Islamic Educational, the Republic of Kazakhstan for UNESCO and ISESCO Scientific and Cultural Organization (ISESCO). (in chronologic order of establishment) «Secretariat being everyday working body of the Commission is guided by the Secretary- Field of Year of General. Secretariat has following functions: № Name cooperation with establishment − Support to permanent communications with UNESCO Secretariat, its regional division UNESCO and field office, other National Commissions of UNESCO State Parties; National Committee for the Programme «Memory Communication 1 2002 − Preparation of materials for the sessions of Commission; support to preparation of the of the World» and information working plans of Commission and supervision on execution of its decisions; National Committee for International Hydrological 2 2006 Natural sciences − Assistance to preparation and promotion of materials for publication in UNESCO Programme editions, distribution of UNESCO information materials and publications among National Committee for Ethic Issues interested organizations; 3 (Central Committee for Ethic Issues of the Ministry 2008 Natural sciences − Assistance to executive organizations in preparation and implementation of of Healthcare of the Republic of Kazakhstan) international activities organized under the auspices of UNESCO; 4 National Committee «Man and Biosphere» 2011 Natural sciences National Committee for Protection of Intangible − Preparation of the target programmes based on proposals made by executive 5 2012 Culture Cultural Heritage organizations and their introduction to UNESCO Secretariat and its divisions 6 National World Heritage Committee 2014 Culture − Regular raising awareness on the UNESCO activities and participation of Kazakhstan in National Committee for the International Council its programmes to the wide audience; 7 2013 Culture of Museums (ICOM) − Selection and assignment of Kazakhstan’s specialists for work in UNESCO, its bodies and 8 National Committee for Education 2017 Education commissions as experts»2. 9 National Committee for Global Geoparks 2017 Natural sciences Nine specialized expert organizations – so-called ‘National Committees’ exercise consultancy functions under the auspices of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO. As many other State Parties Republic of Kazakhstan have its Permanent Delegation

2 Kazahstan-ÛNESKO: hronika vzaimodejstviâ i partnerstva, 1992-2011: Analitičeskij otčet na kazahskom, russkom i anglijskom âzykah: Sekretariat Nacionalʹnoj Komissii Respubliki Kazahstan po delam ÛNESKO I ISESKO. – Astana-Almaty, 2011. str. 10-11.

12 13 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

International Commitments of Kazakhstan towards Agreement on the Importation of Educational, Florence 8 Scientific and Cultural Materials, with Annexes A to E Italy 1998.12.21 UNESCO and Protocol annexed 1950.06.17

In total between 1992 and 2016 Kazakhstan ratified 16 Protocol to the Agreement on the Importation of Nairobi 9 Educational, Scientific and Cultural Materials, with Kenya 1998.12.21 international documents of UNESCO. Annexes A to H 1976.11.26

Convention for the Protection of Producers of Geneva 3 UNESCO Conventions ratified by the Republic of Kazakhstan 10 Phonograms against Unauthorized Duplication of their Switzerland 2001.05.03 (in chronologic order of ratification) Phonograms 1971.10.29

Place and date Date of № Convention name Convention on Wetlands of International Importance Ramsar of signature ratification 11 especially as Waterfowl Habitat and amendments to Iran 2007.01.02 Articles 6 and 7 (Regina, Canada, 1987) 1971.02.02 Universal Copyright Convention, with Appendix Geneva 1 Declaration relating to Articles XVII and Resolution Switzerland 1992.08.06 Paris concerning Article XI 1952. 1952.09.06 12 International Convention against Doping in France 2010.02.08 2005.10.19 Paris Convention concerning the Protection of the World 2 France 1994.04.29 Paris Cultural and Natural Heritage Convention for the Safeguarding of the Intangible 1972.11.16 13 France 2011.12.28 Cultural Heritage 2003.10.17 Convention for the Protection of Cultural Property in The Hague 3 the Event of Armed Conflict with Regulations for the Netherlands 1997.03.14 Convention on the Means of Prohibiting and Preventing Paris Execution of the Convention 1954.05.14 14 the Illicit Import, Export and Transfer of Ownership of France 2012.02.09 Cultural Property 1970.11.14 The Hague Protocol to the Convention for the Protection of 4 Netherlands 1997.03.14 Cultural Property in the Event of Armed Conflict International Convention for the Protection Rome 1954.05.14 15 of Performers, Producers of Phonograms and Italy 2012.03.30 Broadcasting Organizations 1961.10.26 Regional Convention on the Recognition of Studies, Bangkok 5 Diplomas, and Degrees in Higher Education in Asia and Thailand 1997.03.14 Paris the Pacific 1983.12.16 16 Convention against Discrimination in Education France 2016.04.15 1960.12.14 Convention on the Recognition of Studies, Diplomas Paris 6 and Degrees concerning Higher Education in the France 1997.03.14 States belonging to the Region 1979.12.21

Lisbon Convention on the Recognition of Qualifications 7 Portugal 1998.10.07 concerning Higher Education in the European Region 1997.04.11

3 Internet-site of KazFUCA: http://www.kazfuca.kz/en/page.php?q=mission-objectives

14 15 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Main Activities of UNESCO in Kazakhstan UNESCO Chairs in the Republic of Kazakhstan5 (in chronologic order of establishment)

Narration of all activities and fields of cooperation between the Year of № Name University Republic of Kazakhstan and UNESCO cannot be made in frames of establishment this publication. However, some of the most important forms of this UNESCO Chair in Journalism and Al-Farabi Kazakh National 1 1996 international cooperation are mentioned below. Communication University Abai Kazakh National 2 UNESCO Chair on Pedagogics 1999 Kazakhstan National Federation of UNESCO Clubs (KazFUCA). Its main objectives Pedagogical University are: «promotion of the development of a peaceful society based on the principles of R.B. Suleimenov Institute of solidarity through education, science and culture towards further global respect for justice, UNESCO Chair «Science and Oriental Studies, Ministry of 3 2002 law, human rights and fundamental freedoms of peoples of the world to provide cultural Spirituality» Education and Science of the equality without discrimination by race, sex, nationality, language or religion»4. Republic of Kazakhstan UNESCO Chair for Ethnic and L.N. Gumilyov Eurasian National 4 2013 By the time of preparation of this publication (November, 2017) Kazakhstan National Religious Tolerance University Federation of UNESCO Clubs includes 95 clubs all over Kazakhstan. First in Central UNESCO Chair for Sustainable Al-Farabi Kazakh National 5 2016 Asia Regional Observatory on Intercultural and Creative Education was founded Development University in Almaty 2010 on the basis of the first UNESCO Club in Kazakhstan in the School of UNESCO Chair on Water Fine Arts and Technical Design named after A. Kasteev. In 2011, KazFUCA was officially 6 Resources Management in Central Kazakh-German University 2016 included into World Federation of UNESCO Clubs, Centres and Associations (WFUCA). Asia By the time of preparation of this publication (November, 2017) 2 citizens of Kazakhstan UNESCO Associated Schools in the Republic of Kazakhstan (UNESCO ASPnet has the UNESCO honorary titles: violinist Mrs. A. Musakhodzhayeva – «Artist for Peace» in in Kazakhstan). Its main purpose is «to promote the ideals of peace, international 1998 and boxer Mr. S. Sapiyev – «UNESCO Goodwill Ambassador for Sport» in 2013. understanding and improving the quality of education. As worldwide, the ASPnet in UNESCO Director-General Kazakhstan is working on four main directions of activity of the Associated Schools Project Mrs. Irina Bokova is giving (ASPnet): world concerns and the role of the United Nations to solve them; human rights, a title of «UNESCO Goodwill democracy and tolerance; intercultural education; environmental Issues». By the time of Ambassador for Sport » to preparation of this publication (November, 2017) ASPnet in the Republic of Kazakhstan Mr. Serik Sapiyev during includes 27 schools. the international forum dedicated to inauguration By the time of preparation of this publication (November, 2017) in Kazakhstan there of the International Decade are six UNESCO Chairs. for the Rapprochement of Cultures 2013-2022 (August, 22-23, 2013, Astana). Source: Internet-site of the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO, http://www.natcom.kz/ru/ poslydobroy-voli-yunesko 5 Internet-site of National Commission of the Republic of Kazakhstan for UNESCO and ISESCO: 4 Интернет-сайт KazFUCA: http://www.kazfuca.kz/ru/page.php?q=mission-objectives http://www.natcom.kz/en

16 17 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Seven following nominations were included into the Representative List of the includes 20 following dates nominated by the Republic of Kazakhstan: Intangible Cultural Heritage with participation of Kazakhstan. Review of another Список годовщин ЮНЕСКО, внесенных Республикой Казахстан7 Kazakhstan’s nomination «Asyk Game» is planned for December, 2017. (в хронологическом порядке включения)

Year of Representative List of the Intangible Cultural Heritage of Kazakhstan6 № Name inclusion (in chronologic order of inclusion) 1 150th anniversary of the birth of Abai Kunanbayev 1995 State Parties that prepared the Year of № Name nomination inclusion 2 100th anniversary of the birth of Mukhtar Auezov 1997 Kazakh traditional art of 500th anniversary of the birth of Muhammad Haidar Dughlat 1998 1 Kazakhstan 2014 3 Dombra Kuy 4 1500th anniversary of the city of Turkestan 1998 Traditional knowledge and skills in making 5 100th anniversary of the birth of Kanysh Satpaev 1999 2 Kyrgyz and Kazakh Kazakhstan, Kyrgyzstan 2014 (Turkic nomadic 6 100th anniversary of the birth of Sabit Mukanov 2000 dwellings) 7 200th anniversary of the city of Taraz 2002 Aitys/Aitysh, art of 3 Kazakhstan, Kyrgyzstan 2015 8 100th anniversary of the birth of Gabit Musrepov 2002 improvisation 200th anniversary of the birth of Makhambet Utemissov 2003 4 Kuresi in Kazakhstan Kazakhstan 2016 9 Nawrouz, Novruz, 10 100th anniversary of the birth of Alkei Margulan 2004 Afghanistan, Azerbaijan, India, Iran (Islamic Nowrouz, Nowrouz, Republic of), Iraq, Kazakhstan, Kyrgyzstan, 11 100th anniversary of the birth of Abylkhan Kasteev 2004 5 Nawrouz, Nauryz, 2016 Pakistan, Tajikistan, Turkey, Turkmenistan, Nooruz, Nowruz, Navruz, Uzbekistan 12 100th anniversary of the birth of Akzhan Mashani 2006 Nevruz, Nowruz, Navruz 13 100th anniversary of the birth of Akhmet Zhubanov 2006 Austria, Belgium, Czech Republic, France, Germany, Hungary, Italy, Kazakhstan, Republic 14 500th anniversary of the epos «Kyz Zhibek» 2008 Falconry, a living human 6 of Korea, , Morocco, Pakistan, 2016 heritage Portugal, Qatar, Saudi Arabia, Spain, Syrian 15 100th anniversary of the birth of Ufa Ahmedsafin 2012 Arab Republic, United Arab Emirates 16 100th anniversary of the birth of Shaken Aimanov 2014 Flatbread making and Azerbaijan, Iran (Islamic Republic of), 7 sharing culture: Lavash, 2016 17 1100th anniversary of the birth of Ilyas Yesenberlin 2015 Kazakhstan, Kyrgyzstan, Turkey Katyrma, Jupka, Yufka 18 150th anniversary of the birth of Alikhan Bukeikhan 2016 List of UNESCO Celebrations includes International days (designated by the UN 19 1000th anniversary of the city of Almaty 2016 General Assembly «to mark important aspects of human life and history»), International 20 850th anniversary of the death of Khoja Ahmed Yasawi 2016 Years and International Decades (designated by the UN General Assembly), and Anniversaries (list of historical events and anniversaries of eminent personalities). By the time of preparation of this publication (November, 2017) list of UNESCO Anniversaries

6 Internet-site of UNESCO Committee for Protection of Intangible Cultural Heritage: https://ich.unesco.org/ en/lists?text=&inscription=0&country=00114&multinational=3&type=0&domain=0#tabs 7 Internet-site of UNESCO: http://www.unesco.org/eri/cp/cp-print.asp?country=KZ&language=E

18 19 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

World register of documentary heritage of UNESCO «Memory of the World» December, 2012. By the end of 2017 State Museum «Centre for the Rapprochement of includes following documents nominated by the Republic of Kazakhstan: collection of Cultures» of the Ministry of Culture and plans to become another Category II the manuscripts of Khoja Ahmed Yasawi, documents of the International Antinuclear Centre under the auspices of UNESCO. Republic of Kazakhstan was one of 10 State Parties Movement “Nevada-Semipalatinsk” and Aral Sea archival funds. In 2016 Kazakhstan that founded the Category II Centre International Institute for Central Asian Studies prepared the nomination of Chagatai manuscripts of XVIIIth century «Khandar (IICAS) in 1995; its headquarters are situated in Samarkand, Uzbekistan. Shezhyresy». UNESCO General Conference approved the Resolution on the International Decade By the time of preparation of this publication (November, 2017) following eight for the Rapprochement of Cultures 2013-2022, which was proposed by 27 State Parties territories (specially protected natural areas that demonstrate the balanced cohesion including Kazakhstan. Its aims to support the positive impulse of the International Year between man and nature, as well as sustainable environmental development) on the of the Rapprochement of Cultures (declared by General Assembly of UN in 2010 after the territory of the Republic of Kazakhstan were included into the World Network of initiative of the Republic of Kazakhstan) and promote the global dialogue, peace-building UNESCO Biosphere Reserves (WNBR): and UNESCO strategy «New Humanism for the XXIth century».

List of Biosphere Reserves on the territory of the Republic of Kazakhstan8 (in chronologic order of inclusion) Year of № Name inclusion 1 Korgalzhyn 2012 2 Alakol 2013 3 Ak-Zhayik 2014 4 -Zhabagly 2015 5 Barsakelmes 2016 Great Altay nominated together with the Russian Federation, which 6 2017 includes former Katon-Karagay Reserve (2014) 7 Altyn Emel 2017 8 Karatau 2017

By the time of preparation of this publication (November, 2017) the Republic of Kazakhstan is not presented in the network of UNESCO Global Geoparks (sites that provide information on the geologic events that formed the Earth and influenced the evolution of Humanity). Partial nomination of the Ustuyrt Plateau, Mangistau Region of the Republic of Kazakhstan, as the first UNESCO Global Geopark on the territory of CIS is planned to the end of 2017. Network of Category II Institutes and Centres under the auspices of UNESCO (legally not a part of UNESCO, but related to it by official agreements approved by the General Conference of UNESCO) is presented in Kazakhstan by the Central-Asian Regional Glaciological Centre in Almaty under the auspices of UNESCO, which was opened in Allium caesium on the territory of Karatay State Natural Reserve. 8 Интернет-сайт ЮНЕСКО: http://www.unesco.org/new/en/natural-sciences/environment/ecological- Source: Kazakhstan National Committee «Man and Biosphere», Roman Yashenko sciences/biosphere-reserves/asia-and-the-pacific/

20 21 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

World Heritage Sites of UNESCO

World Heritage List is one of the well- known UNESCO’s spheres of activity worldwide and in Kazakhstan that includes as cultural and natural, as mixed heritage sites. By the time of preparation of this publication (November, 2017) the World Cultural and Natural List of UNESCO includes 1073 sites on the territory of 167 State Parties (including 5 sites on the territory of the Republic of Kazakhstan. There are 832 cultural, 206 natural and 35 mixed sites among them.

Cultural heritage includes: 1. «Monuments: architectural works, works of monumental sculpture and painting, elements or structures of an archaeological nature, inscriptions, cave dwellings and combinations of features, which are of outstanding universal value from the point of Koksay Gorge view of history, art or science; Source: Karatau State Natural Reserve, E. Ramatullayev. 2. Groups of buildings: groups of separate or connected buildings, which, because of their Tulipa Albertii – endemic specie of Western Tien-Shan architecture, their homogeneity or their place in the landscape, are of outstanding Source: Karatau State Natural Reserve, G. Sakauova. universal value from the point of view of history, art or science; 3. Natural sites or precisely delineated natural areas of outstanding universal value from 3. Sites: works of man or the combined works of nature and man, and areas including the point of view of science, conservation or natural beauty»10. archaeological sites which are of outstanding universal value from the historical, aesthetic, ethnological or anthropological point of view»9. Mixed heritage includes those sites that have the value of cultural and natural heritage. Natural heritage includes: State Parties may nominate and include those sites into the UNESCO World Cultural 1. «Natural features consisting of physical and biological formations or groups of such and Natural List that have the Outstanding Universal Value (OUV), which cultural and/ formations, which are of outstanding universal value from the aesthetic or scientific or natural value goes beyond the natural borders and has a particular importance for all point of view; present and future generations of Humanity. Convention Concerning the Protection 2. Geological and physiographical formations and precisely delineated areas, which of World Cultural and Natural Heritage of 1972 was ratified by the Republic of constitute the habitat of, threatened species of animals and plants of outstanding Kazakhstan in April, 1994. universal value from the point of view of science or conservation;

9 Convention Concerning the Protection of the World Cultural and Natural Heritage, Article 1. 10 IDEM, Article 2.

22 23 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Outstanding Universal Value, Selection Criterions 5. To be an outstanding example of a traditional human settlement, land-use, or sea- use which is representative of a culture (or cultures), or human interaction with the environment especially when it has become vulnerable under the impact of irreversible Outstanding Universal Value of each heritage site should meet one change; or few of ten criterions (6 for cultural heritage sites and 4 for natural 6. To be directly or tangibly associated with events or living traditions, with ideas, or with heritage sites) formulated in the Operational Guidelines for the beliefs, with artistic and literary works of outstanding universal significance. (The Implementation of the World Heritage Convention of 1972, as well Committee considers that this criterion should preferably be used in conjunction with as conditions of integrity, authenticity, protection and management. other criteria); 7. To contain superlative natural phenomena or areas of exceptional natural beauty and aesthetic importance; Outstanding Universal Value is a key notion in field of protection of World Cultural, 8. To be outstanding examples representing major stages of earth’s history, including the Natural and Mixed Heritage sites. record of life, significant on-going geological processes in the development of landforms, or significant geomorphic or physiographic features; Any site nominated for UNESCO World Heritage List has: 9. To be outstanding examples representing significant on-going ecological and biological 1 . «To represent a masterpiece of human creative genius; processes in the evolution and development of terrestrial, fresh water, coastal and 2. To exhibit an important interchange of human values, over a span of time or within a marine ecosystems and communities of plants and animals; cultural area of the world, on developments in architecture or technology, monumental 10. To contain the most important and significant natural habitats for in-situ conservation arts, town-planning or landscape design; of biological diversity, including those containing threatened species of outstanding 3. To bear a unique or at least exceptional testimony to a cultural tradition or to a universal value from the point of view of science or conservation»11. civilization which is living or which has disappeared; 4. To be an outstanding example of a type of building, architectural or technological Integrity factor is relevant for cultural and natural heritage sites. Authenticity factor ensemble or landscape which illustrates (a) significant stage(s) in human history; is relevant only for the sites nominated within criteria (i) – (vi), which means mostly for cultural heritage sites.

Issyk Kurgans, Tentative World Heritage List Source: APCEIU/HEO Younghan

11 Operational Guidelines for the Implementation of the World Heritage Convention, Paragraph 77.

24 25 COOPERATION BETWEEN KAZAKHSTAN AND UNESCO

Executive Bodies of UNESCO in field of World Heritage UNESCO in this field, with which the Republic of Kazakhstan is not cooperating yet, is the International Centre for the Study of the Preservation and Restoration of Cultural World Heritage Committee, consisting of 21 UNESCO State Parties elected during Property (ICCROM). the General Assembly, plays the most important role for the implementation of the World 14 Heritage Convention. World Heritage Committee has the final world for the inclusion of Advisory Bodies of UNESCO in field of World Heritage any site into UNESCO World Heritage List. It reviews the ‘state of conservation’ reports № Name Functions on the sites from the List, and advises the State Parties with possible measures in case of their improper management. 1 International Council on Provides the World Heritage Committee with technical Committee also takes the decision on the inclusion and exclusion of any World Monuments and Sites evaluations of cultural and mixed properties nominated for the (ICOMOS) World Heritage List. Heritage site into the List of World Heritage in Danger («the list may include only such property forming part of the cultural and natural heritage as is threatened by serious and Founded in 1965. specific dangers, such as the threat of disappearance caused by accelerated deterioration, International Secretariat of ICOMOS is situated in Paris, France. large-scale public or private projects or rapid urban or tourist development projects; destruction caused by changes in the use or ownership of the land; major alterations due to 2 International Union for Provides the World Heritage Committee with technical Conservation of Nature evaluations of natural heritage properties nominated for the unknown causes; abandonment for any reason whatsoever; the outbreak or the threat of an (IUCN) World Heritage List. armed conflict; calamities and cataclysms; serious fires, earthquakes, landslides; volcanic eruptions; changes in water level, floods and tidal waves»12). By the time of preparation of Founded in 1948. this publication (November, 2017) the List of World Heritage in Danger includes 54 sites Headquarters of IUCN are situated in Gland, Switzerland. on the territory of 33 State Parties of UNESCO. 3 International Centre Provides expert consultation in field of conservation of World Only two sites in all history of UNESCO World Heritage List were delisted from it: for the Study of the Heritage Sites, as well as restoration techniques and their natural site «Arabian Oryx Sanctuary», Oman (2007), and cultural heritage site «Dresden Preservation and studies. Elbe Valley», Germany (2009). Restoration of Cultural Founded in 1956. Ensure of the everyday implementation of the World Heritage Convention is the Property (ICCROM) task of World Heritage Centre. This centre assists State Parties in preparation of the Headquarters of ICCROM are situated in Rome, Italy. nomination dossiers, coordinates the preparation of the ‘state of the conservation’ reports, and realizes the urgent actions in case of any danger to them. Centre organizes technical workshops, renews the World Heritage List, and prepares technical materials to improve the information for the wide audience on the need of conservation of the World Heritage sites. World Heritage Fund provides the international financial support to the UNESCO State Parties according to the World Heritage Convention. It «consists of compulsory and voluntary contributions made by States Parties and other private donations. The Fund provides about US$4 million annually to support activities relating to the implementation of the Convention»13. Kazakhstan is a member and actively cooperates with two of three international Advisory Bodies of UNESCO in field of protection and management of World Cultural and Natural Heritage: International Council on Monuments and Sites (ICOMOS) and International Union for Conservation of Nature (IUCN). Third Advisory Body of 12 Convention Concerning the Protection of the World Cultural and Natural Heritage, Article 11, Paragraph 4. 13 Ponimanie vsemirnogo naslediâ v Aziatsko-Tihookeanskom regione. Vtoroj cikl periodičeskoj otčetnosti 2010-2012, ÛNESKO pri podderžke ÛNESKO/Âponskogo trastovogo fonda, 2013, str. 19. 14 Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/advisorybodies/

26 27 WORLD HERITAGE OF KAZAKHSTAN

World Heritage Sites of Kazakhstan

By the time of preparation of this publication (November, 2017) Republic of Kazakhstan has five sites on its territory that were included into the UNESCO World Heritage List.

World Heritage Sites on the territory of the Republic of Kazakhstan (in chronologic order of inclusion) Year of № Name of the site Type of site Number inclusion 1 Mausoleum of Khoja Ahmed Yasawi 1103 Cultural 2003 2 within the Archaeological 1145 Cultural 2004 Landscape of Tamgaly 3 Saryarka – Steppe and Lakes of Northern 1102 Natural 2008 Kazakhstan 4 Silk Roads: the Routes Network of 1442 Serial, transnational, 2014 Chang’an-Tianshan Corridor (includes 33 cultural sites in total: 22 on the territory of , 8 on the territory of Kazakhstan and 3 on the territory of Kyrgyzstan) 1. Ancient settlement of Kayalyk (Antonovka) 2. Ancient settlement of 3. Ancient settlement of Karamergen 4. Ancient settlement of Aktobe Stepninskoe 5. Ancient settlement of Kulan 6. Ancient settlement of Ornek 7. Archaeological complex of Akyrtas 8. Ancient settlement of Kostobe 5 Western Tien-Shan (includes 7 protected 1490 Serial, transnational, 2016 natural areas in total: 3 on the territory natural of Kazakhstan, 3 on the territory of Kyrgyzstan and 1 on the territory of Uzbekistan) 1. Aksu-Zhabagly Reserve 2. Karatau Reserve 3. Sairam-Ugam National Park Himalayan brown bear on the territory of Aksu-Zhabagly Reserve Source: Aksu-Zhabagly State Natural Reserve, Vladimir Shakula

28 29 WORLD HERITAGE OF KAZAKHSTAN

World Heritage List on the territory of Kazakhstan

Ancient settlement of Karamergen

Saryarka – Steppe and Lakes of Northern Kazakhstan Ancient settlement of (2008) Kayalyk (Antonovka)

Petroglyphs within the Ancient settlement of Talgar Archaeological Landscape of Tamgaly (2004)

Ancient settlement of Aktobe Stepninskoe Archaeological complex of Akyrtas

Ancient settlement of Kulan

Ancient settlement of Kostobe Ancient settlement of Ornek Western Tien-Shan (2010):

1. Sairam-Ugam National Mausoleum of Khoja Ahmed Park

Natural heritage sites Yasawi (Turkestan) (2003) Cultural heritage sites 2. Aksu-Zhabagly Reserve Serial Transnational World Heritage Nomination «Silk Roads: the Routes Network of Chang’an-Tianshan Corridor» (2014) 3. Karatau Reserve

30 31 WORLD HERITAGE OF KAZAKHSTAN

Legal Status of World Heritage in Kazakhstan also one out of two responsible authorities for the implementation of the World Heritage Convention. On the regional and local level, executive authorities are responsible for this Protection and management of World Heritage sites on the territory of the Republic issue according to the agreement with the Ministry of Culture and Sports of the Republic of Kazakhstan are the subject of several domestic and international legislative acts and of Kazakhstan. institutional framework. Law of the Republic of Kazakhstan «On protection and management of historical and First of all, World Heritage sites on the territory of any State Party of UNESCO including cultural heritage sites» (Chapter 6, Article 26) identifies the categories of international, Republic of Kazakhstan are the subjects of the Convention on the Protection of the World national and local importance in the following way: Cultural and Natural Heritage adopted during the 17th session of the General Conference of UNESCO on November, 16, 1972, and Operational Guidelines for the Implementation − Historical and cultural heritage sites of international importance of the World Heritage Convention. that have historical, scientific, architectural, artistic and memorial According to the Operational value and were included into the UNESCO World Cultural and Natural Guidelines for the Implementation Heritage List; of the World Heritage Convention − Historical and cultural heritage sites of national importance that (B. Indications to the State Parties have historical, scientific, architectural, artistic and memorial value concerning nominations to the List, or any particular value for history and culture of the whole country; Paragraph 17, 1999): «whenever − Historical and cultural heritage sites of local importance that have necessary for the proper conservation historical, scientific, architectural, artistic and memorial value, or of a cultural or natural property any particular value for history and culture of the regions, cities nominated, an adequate «buffer zone» of national importance, capitals of the regions (cities of regional around a property should be provided importance). and should be afforded the necessary protection. A buffer zone can be On the national level all natural heritage of Kazakhstan are the subject of the Law defined as an area surrounding the of the Republic of Kazakhstan (July 7, 2006) № 175-III «On specially protected natural property which has restrictions placed territories», and by «Environmental Code of the Republic of Kazakhstan» (January, 9) on its use to give an added layer of № 212-III. The authorized authority for the implementation of the World Heritage protection; the area constituting the Convention in case of natural heritage sites is the Ministry of Agriculture of the Republic Information desk on one of the cultural heritage 5 buffer zone should be determined in of Kazakhstan (Committee of Forestry and Wildlife). sites of the Zhetyasar Oasis (Kyryzlorda Region of each case through technical studies. It is important to mention that in case of inconsistence between international and the Republic of Kazakhstan) informs that the site is Kazakhstan’s legislation in field of protection and management of World Heritage sites, Details on the size, characteristics and protected by the State. the priority should be given to the international commitment taken by Kazakhstan. authorized uses of a buffer zone, as Source: «Archaeological Expertise» LLC, Denis Sorokin well as a map indicating its precise According to the Article 1 of the Law of the Republic of Kazakhstan «On protection and boundaries, should be provided in the management of historical and cultural heritage sites»: «International regulations should nomination file relating to the property in question». be taken into account if any international document ratified by the Republic of Kazakhstan On the national level all cultural heritage sites of Kazakhstan are the subject of the Law imposes any different regulations comparing to those in the present Law». of the Republic of Kazakhstan (July 2, 1992) № 1488-XII «On protection and management of historical and cultural heritage sites», when is ensured by the President of the Republic of Kazakhstan, Government of the Republic of Kazakhstan, as well as by the authorized authority – Ministry of Culture and Sports of the Republic of Kazakhstan. The authorized authority is the main instrument of state control and actions in relation to all cultural heritage sites of national importance including three World Cultural Heritage sites, and is

32 33 Mausoleum of Khoja Ahmed Yasawi «Kazandyk» Hall Source: APCEIU/HEO Younghan

34 35 WORLD HERITAGE OF KAZAKHSTAN

Mausoleum of Khoja Ahmed Yasawi15 made in 1399 of 7 different metals (copper, zinc, gold, silver, bronze, lead and iron)17. Except the main portal, all external walls are decorated with glazed colored majolica. Brief description Building is decorated with geometric pattern and Arab signatures. All the constructions were made of baked bricks. Except of the portal, the main part of constructions was Mausoleum of Khoja Ahmed Yasawi was named after a distinguished medieval Sufi built without any foundation and stand on so-called mud embayment. The site was prophet (1103-1166) and is one of the well-known and valuable cultural heritage sites built in two stages by the order of Tamerlan (Timur) – prominent Central-Asia military of the Republic of Kazakhstan, which was the first site, included by Kazakhstan into commander and founder of the Timurid Dynasty. First stage of construction took place the UNESCO World Heritage List in 2003. It was built between 1389 and 1495 in the in the beginning of 1390th, while the second stage in the end of 1390th and beginning of north-eastern part of the city of Turkestan (until the late Middle Ages it was known as XVth century. Lower tier of the building including all rooms on the first and the second «Yassy»16), Syrdarya River Region, modern South-Kazakhstan Region of the Republic floor was built during the first period; upper part of the portal, dome, rearrangement of Kazakhstan. Nowadays it is a regular pilgrimage destination and the burial ground on the first and the second floor, all internal and external decorations were built during for numerous Kazakh khans (rulers), batyrs (commanders), beys (judges) and Muslim the second period. Construction of the Mausoleum finished in 1405 after the death of Tamerlan; among other factors, the cladding of main front portal of the building was not Mausoleum of Khoja Ahmed Yasawi finished. Source: APCEIU/HEO Younghan Inclusion criterions

− Criterion (i): The Mausoleum of Khoja Ahmed Yasawi is an outstanding achievement in the Timurid architecture, and it has significantly contributed to the development of Islamic religious architecture; − Criterion (iii): The Mausoleum and its property represent an exceptional testimony to the culture of the Central Asian region, and to the development of building technology; − Criterion (iv): The Mausoleum of Khoja Ahmed Yasawi was a prototype for the development of a major building type in the Timurid period, becoming a significant reference in the history of Timurid architecture.

Mausoleum of Khoja Ahmed Yasawi is a cultural heritage site of national importance since 1982 and posses subsequently the highest level of protection on the national level ensured by the authorized authority – Ministry of Culture and Sports of the Republic of prophets (164 persons in total). Kazakhstan. On the local level the main body that executes the daily management of this Mausoleum is portal-dome construction of 46, 5 × 65, 5 meters in size. Height of and a few other closely situated cultural heritage sites is the ‘State Historical and Cultural the portal part is 39 meters and its width is 50 meters. The site consists of 34 rooms Reserve Museum Azret-Sultan’ that was founded in 1978. separated by a corridor system. Main hall of the Mausoleum – «Kazandyk» (also known as «Kazanlyk») – is covered with a dome of 18 meters in diameter, which is considered as the biggest remained dome of all five countries of the post-soviet Central Asia. In its center there is a bronze pot – Taikazan (weight – 2 tons, volume – 3000 liters), which was

15 Main source of information – Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/ list/1103 16 Kratkij ènciklopedičeskij slovarʹ istoričeskih toponimov Kazahstana / Sost. Erofeeva I.V., Almaty, 2014, str. 17 Internet-site of State Historical and Cultural Reserve Museum «Azret-Sultan»: http://azretsultan.kz/ru/ 420. node/527

36 37 Petroglyphs of Tamgaly Source: APCEIU/HEO Younghan

38 39 WORLD HERITAGE OF KAZAKHSTAN

Petroglyphs within the Archaeological Landscape of of animals more often includes and wild mountain , and mythical and disappeared 18 Tamgaly species that lived on this territory during the period, when the petroglyphs were made. Brief description Some of the petroglyphs that were found on the territory of Tamgaly are used in modern popular ‘Petroglyphs within the Archaeological Landscape of Tamgaly’ is the second site on culture. For example, one of the pictures of sun- the territory of the Republic of Kazakhstan that was included into the UNESCO World head divinity is used as the logo of the international Heritage List. It is situated in the gorge of the same name in the - Mountains of the music festival «Azia Dauysy». of the Republic of Kazakhstan. This site also known as ‘Tanbaly’, is a huge concentration of petroglyphs or rock engravings (over 5000 pieces) that belong to a long period of time from the second part of second millennia BC to the beginning of XXth century AC. The territory of the site also includes numerous ancient cult constructions (sacrificial altars), ancient settlements and burial grounds: cists (Bronze Age) and kurgans Petroglyphs of Tamgaly (Early Iron Age – modern Source: APCEIU/HEO Younghan period). It is important to mention that all described Критерий включения archaeological sites form a single complex19. Territory of − Criterion (iii): The dense and coherent group of petroglyphs, with sacred images, the site covers the area of 900 altars and cult areas, together with their associated settlements and burial sites, hectares20, while its buffer zone covers around 2900 hectares. provide a substantial testimony to the lives and beliefs of pastoral peoples of the The site was discovered by an archaeological squad under the guidance of A.G. Central Asian steppes from the Bronze Age to the present day. Maksimova in 1957. Complex of archaeological sites on the territory of Tangaly Gorge provides an important evidence on the economic activities, social organization and ritual “Petroglyphs within the Archaeological Landscape of Tamgaly” is a cultural heritage sites of the communities that lived on the territory of modern Kazakhstan. site of national importance since 2001 and posses subsequently the highest level of “Petroglyphs within the Archaeological Landscape of Tamgaly” were made with the protection on the national level ensured by the authorized authority – Ministry of Culture use of a picketing technique with stone or metal tools and form 48 different complexes, and Sports of the Republic of Kazakhstan. On the local level the main body that execute five among which include over 3000 rock engravings. They include such themes as, for the daily management of this and a few other closely situated cultural heritage sites is example, sun-head divinities, man with tails (possible priests dressed in animal skins) the ‘State Historical, Cultural and Natural Reserve Museum of Tamgaly’ of the Ministry of and armed warriors. There are also images of a horseman, big compositions of numerous Culture and Sports, which was founded in 2003. human and animals, hunting and sacrificial scenes, and solar signs among them. Images

18 Main source of information – Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/ list/1145 19 Klejn L.S. Arheologičeskaâ tipologiâ. L., 1991, str. 373, 375. 20 Rogožinskij A.E. Petroglify arheologičeskogo landšafta Tamgaly. Almaty, 2011, str. 342.

40 41 Flamingos on the Korgalzhyn Lakes Source: Association for the Conservation of Biodiversity of Kazakhstan, Ruslan Urazaliev

42 43 WORLD HERITAGE OF KAZAKHSTAN

Korgalzhyn Lakes Inclusion criterions Source: Association for the Conservation of Biodiversity of Kazakhstan − Criterion (ix): The property contains substantial areas of steppe and lakes with largely undisturbed associated biological and ecological processes. The seasonal dynamics of the hydrology, chemistry and biology of the lakes, with the diverse flora and fauna of the wetlands have evolved through complex wetting and drying cycles, and are of global significance and scientific interest. The wetlands of Korgalzhyn and Naurzum State Nature Reserves are key stopover points and crossroads on the Central Asian migratory bird flyways and are of outstanding importance for migratory water- birds on their way from Africa, Europe and South Asia to their breeding places in Western and Eastern . The property also contains over 200,000 ha of Central Asian steppe, more than half of which is pristine, and which is part of the temperate grassland biome. − Criterion (x): Korgalzhyn and Naurzum State Nature Reserves protect large areas of natural steppe and lake habitats that sustain a diverse range of Central Asian flora and fauna and support vast numbers of migratory birds, including substantial populations of many globally threatened species. The Korgalzhyn-Tengiz lakes provide feeding grounds for up to 15-16 million birds, including flocks of up to 2.5 million geese. They also support up to 350,000 nesting waterfowl, while the Naurzum lakes support up to 500,000 nesting waterfowl. The property’s steppe areas provide a valuable refuge for Saryarka – Steppe and Lakes of Northern Kazakhstan21 over half of the species of the region’s steppe flora, a number of threatened bird species and the critically endangered Saiga antelope, former widely dispersed species, whose range was reduced because of a poaching pressure. Brief description ‘Saryarka – Steppe and Lakes of Northern Kazakhstan’ is the first World Natural Korgalzhyn and Naurzum State Natural Reserves have a high level of legal protection and Heritage site on the territory of Kazakhstan, which includes two natural reserves: good support from the state and international partners in field of management. According Korgalzhyn State Natural Reserve (Akmola and Karaganda Regions of the Republic of to the Law of the Republic of Kazakhstan «On specially protected natural territories» both Kazakhstan) and Naurzum State Natural Reserve (Kostanai Region of the Republic of reserves belongs to the category of specially protected natural territories of national Kazakhstan). It features wetlands of outstanding importance for migrations of the water importance and report to the Committee of Forestry and Wildlife of the Ministry of birds, including globally threatened species, among which the extremely rare Siberian Agriculture of the Republic of Kazakhstan. Its territories were given to them in perpetuity; white crane, the Dalmatian pelican and Pallas’s fish eagle. they cannot be rented, used for production of natural resources, or privatized22. The site is situated on the stopover point on the crossroad of birds from Africa, Europe and South Asia to their breeding places in Western and Eastern Siberia. Moreover, this territory is valuable refuge for over half of the species of steppe flora of Central Kazakhstan, a number of threatened bird species and the critically endangered Saiga antelope.

21 Основной источник информации в переводе – Интернет-сайт Центра всемирного наследия ЮНЕСКО: 22 Zapovedniki Srednej Azii i Kazahstana, Materialy proekta MSOP «Ocenka èffektivnosti upravleniâ http://whc.unesco.org/en/list/1102. zapovednikami Srednej Azii i Kazahstana», red. Âŝenko R.V., Almaty, 2006, str. 48, 97.

44 45 Ancient settlement of Sauran, one of the component sites of the serial transnational nomination ‘Silk Roads’ Source: Renata Sala, Jean- Marc Deom

46 47 WORLD HERITAGE OF KAZAKHSTAN

Silk Roads: the Routes Network of Chang’an-Tianshan functioning: «in different centuries the most importance was taking by different segments and corridors; some of them were disappearing, and some cities and commercial stations 23 Corridor were regressing»27. «Another topical issue is the date of the end of functioning of the Silk Roads. However Brief description of the «Silk Roads» nomination the instability of the terrestrial corridors and success of Chinese commercial fleet have contributed to the fact that the Silk Road started to disappear as a commercial and cultural Great Silk Road – is one of the largest terrestrial commercial connection between East and West starting from the XVIth century»28. arteries in history, which was an important instrument for expansion and exchange of various beliefs, ideas, values, languages, scientific achievements and technologies on the territory of Eurasian continent.

It is common to believe that the caravan routes of the Great Silk Road connect the territories and civilizations of the Mediterranean and Middle East with China and South- East Asia from the middle of the IInd century BC. Beginning of the Silk Road functioning as a single diplomatic and commercial artery is associated with the journey of the Chinese diplomat Zhang Qian, who was sent to the West by the Emperor Wu of Han in 138 BC. He reached the territory of modern Afghanistan and came back through the territory of Central Asia. Following his streamlined path the caravans of silk went to the west and the caravans with different goods went to the east from the Mediterranean, Middle East and Central Asia24. «However, archaeological studies on the territory of Central Asia, Kazakhstan, Altai Region, Siberia and China gave an incontestable evidence of the trade of the silk and Iranian carpets in Eurasia long before the mission of Zhang Qian. Silk horsecloth with embroidered phoenixes and Iranian carpets were found on the territory of the excavation site of «royal» kurgans of Pazaryk in Altai Region dated by Vth century BC. Silk tissue was found in the Issyk kurgan on the territory of (Semirechie) Region of Kazakhstan and in Siberian Arzhan»25. «ПIt is quite difficult to imagine the Silk Roads, but it’s schematic representation will show lines on the map that correspond to the network of caravan routes that were reuniting the West and the East of Eurasia through the territories of China, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. There were going to Korea and Japan on the east, to Russia, Eastern and Western Europe on the west, to India on the south and to Middle East of the south-east. It was a road of double-sided movement of goods, scientific achievements, cultural values and religions. It was an important and fast way for its time to disseminate Glass and metal artefacts found on the territory of the ancient settlement of Kesken-kuyuk kala. information through the merchants, travellers and diplomats»26. It is important to Source «Archaeological Expertise» LLC mention and the routes and corridors were not the same during the different periods of its

23 Main source of information – Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/ list/1442 24 Velikij Šelkovyj putʹ (na territorii Kazahstana) / red. Bajpakov K.M. – Almaty, Adamar, 2007, str. 15. 25 Baipakov K.M., Voyakin D.A., Kazakhstan Section of the Great Silk Road in the Serial World Heritage Nomination, Archaeological Expertise, 2014, p. 9. 27 Velikij Šelkovyj putʹ (na territorii Kazahstana) / red. Bajpakov K.M. – Almaty, Adamar, 2007, str. 37. 26 Zuev Û.A. Kitajskie izvestiâ o Suâbe. //Izvestiâ Akademii nauk KazSSR: Seriâ istorii, arheolo- gii i ètnografii. 28 Baipakov K.M., Voyakin D.A., Kazakhstan Section of the Great Silk Road in the Serial World Heritage 1960. Vyp. 3(14). str. 87-89. Nomination, Archaeological Expertise, 2014, p. 11.

48 49 WORLD HERITAGE OF KAZAKHSTAN

Historical role of the Great Silk Road was higly recognized by UNESCO as a tool to − Ancient settlement of Kulan promote peace and tolerance in different regions of Eurasia. For this reason UNESCO − Ancient settlement of Ornek initiated in 1988 ‘Integral Study of the Silk Roads: Roads of Dialogue’ as part of the − Archaeological complex of Akyrtas World Decade for Cultural Development (A/RES/41/187, 1988-1997). Five international Ancient settlement of Kostobe scientific expeditions were implemented as part of this initiative: Desert Route across China from Xi’an to Kashgar (July – August, 1990), Maritime Route from Venice to Chang’an-Tianshan Corridor was formed between IInd century BC and Ist century AC Osaka (October 1990 – March 1991), Steppe Route across Central Asia (April – July, and was used until the XVIth century. This corridor remained the central traderoute for 1991), ’ Route across Mongolia (July – August, 1992), Buddhist Route in Nepal Central Asia from VIIIth to XIIth centuries with the trade’s highest point from VIIIth to (September, 1995). IXth centuries, and informed about establishment of Islamic Caliphate, Tan Dynasty and This huge study has shown a huge perspective for the nomination of the Silk Road Byzantine Empire. The trade prospered during the Pax Mongolica (Mongolian World) sites and routes for the UNESCO World Cultural and Natural List. As the result, a big from XIIIth to XIVth centuries and after the Timurid Dynasty during the XVIth century. international project ‘Serial Nomination of the Silk Roads for World Heritage List’ was Besides the goods, merchants were transporting knowledge and skills, beliefs and initiated, in frames of which 54 different corridors with total length of 150000 km were languages from the different regions on the Silk Roads. Capital centres and palace reviewed. complexes, Buddhist cave temples, ancient roads, post stations, watchtowers, fragments After that, a few other big international projects were initiated for popularization and of the Great Chinese Wall, fortifications, tombs and religious constructions have been more detailed studies of cultural heritage of the Great Silk Road. For example, World included into 33 component sites that demonstrate cultural, intellectual and scientific Tourism Organization (UNWTO) and UNESCO prepared the ‘Roadmap for Development exchanges and proposed for nomination of the Chang’an-Tianshan Corridor for World – Heritage Conservation and Tourism: Promoting Sustainable Growth along the Heritage List. Silk Roads Heritage Corridors’ in 2013. This projects aims to «set priority projects for developing tourism and safeguarding heritage across the corridors of the Silk Roads in view of eventual inclusion of two corridors on the territory of Central Asia and China into the World Heritage List in 2013/2014»29. Also the UNESCO Silk Road Online Platform was developed with support of UNESCO and financial support of Azerbaijan, Germany, Kazakhstan and Oman. This online platform was developed to become an important source for background information and news on the Great Silk Road. First corridor of the Silk Roads – Routes Network of Chang’an-Tianshan Corridor – was jointly prepared for the nomination by China, Kazakhstan and Kyrgyzstan for 9 years and was included into the World Cultural and Natural Heritage List during the 38th session of the World Heritage Committee. Length of this segment of the Silk Roads is around 5000 km. Along with other 22 sites in China and 3 sites in Kyrgyzstan it includes following eight cultural heritage sites situated on the territory of the Republic of Kazakhstan:

Almaty Region of the Republic of Kazakhstan − Ancient settlement of Kayalyk (Antonovka) ExampleE l off archaeologicalh l i l artefactst f t foundf d on theth territory of cities of the ‘Silk − Ancient settlement of Karamergen Roads: the Routes Network of Chang’an-Tianshan Corridor’ nomination: − Ancient settlement of Talgar – Bronze mirrors, ancient settlement of Talgar; Zhambyl Region of the Republic of Kazakhstan – Lamp from the Manichean temple, ancient settlement of Kayalyk; − Ancient settlement of Aktobe Stepninskoe – Ceramic cover of the vessel, ancient settlement of Kulan. Source «Archaeological Expertise» LLC 29 Internet-site of UNWTO: http://silkroad.unwto.org/ru/node/41378

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Kazakhstan Components of the Site30

Ancient settlement of Kayalyk Ancient settlement of Talgar Source «Archaeological Expertise» LLC (Antonovka) Site is situated in the southern part Site is situated on the side of Ashybulak of modern city of Talgar on the right River in 190 km to the North-East from side of the river of the same name. It is the city Taldykorgan. It is mentioned in situated on a rectangular ground of 300 the sources of XI – beginning of XIIIth × 3000 meters surrounded by a wall with centuries as an independent possession towers, ditch and gates in the middle of of Turks- in Karakhanid each side. Found artefacts confirm that it Khanate. In the middle of XIIIth century was a medieval trade centre, which had it was visited by William of Rubruck, connections through the Silk Roads with ambassador of King Louis IX of France China, Iran, India and Japan. Architectural on his way to Mongolia. He described the style of the ancient settlement has city like a big trade center. The remains several particularities related to the of Buddhist temple, Nestorian church specification of local construction and Muslim mosque were found on the materials, climate and dynamics of Source «Archaeological Expertise» LLC territory of the ancient settlement during economic development: wide use of the archaeological excavations. stone because of its exuberance in the region and big courts that correspond to Source «Archaeological Expertise» LLC Ancient settlement of Karamergen numerous cattle-breeding activities. Source «Archaeological Expertise» LLC Site is situated in Southern Region in 200 km to the North-East from the of and in 3 km to the Ancient settlement of Aktobe North from the fall of the dry river-bed Stepninskoe of the Ortasu River into Shet-Bakanas. Site is situated in the steppe region It is dated by the IXth – XIIIth centuries. of Zhetysu on both sides of Aksu River. Karamergen is situated on the flat land It is dated by beginning of IVth – XIIIth bordered by a sand ridge from one side, centuries. Citadel is situated on a hill and by an ancient dry river-bed from of 15 meters in height with an adjacent other side. Ancient settlement is situated shakhristan of 2300 × 250 meters on a rectangular ground of 115 × 120 in surrounded with two walls. In one of the size, which corners are oriented in the rooms, the archaeologists have found cardinal directions. Its walls have three around 5000 bronze coins of Karakhanid meters in height. Round towers of 4, 5 period. Houses were built in rows along meters in height stands on its four corners. the river flow and were connected to each other.

30 Main source of information – Results of the UNESCO/Japanese Funds-in-Trust project ‘Support for documentation standards and procedures of the Silk Roads World Heritage serial and transnational nomination in Central Asia’ 2011-2014, Almaty, 2014, pages 128-151.

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Ancient settlement of Kulan Archaeological complex of Akyrtas Site is known from the Chinese and The complex is situated next to the Arab sources of VII-XIII centuries. It is a foot of Kyrgyz Alatau Mountains. It complex of architectural sites of different includes several sites of different periods historical periods situated on the same from the Vth century BC to the XVI-XVIII territory. A Zoroastrian fire temple was centuries AC. It has a size of 3 km from found on this territory. Two cultural the East to the West and around 5 km complexes – ancient Tirkic and Sogdian, from the North to the South. It includes were also identified on this territory. City a palace complex and adjacent territory also had a big market due to its location on both sides of the dry riverbed next between the piedmont and steppe zones to numerous caravanserais dated by XI- on the Great Silk Road. It is situated on XIV centuries. Palace complex was built the fertile land with numerous small with the use of architectural traditions rivers including the biggest one – Karakat. of the Middle East and has similarities with palaces of Iraq, Syria, Jordan, and especially with the palace of Qasr al-Hayr Source «Archaeological Expertise» LLC Source «Archaeological Expertise» LLC al-Gharbi (Syria). One of its characteristic Ancient settlement of Ornek particularities is a system of reservoirs Site is situated in eight km to the South and tunnels for water collection during from the modern village of Ornek on the spring and autumn periods. sides of Altynsy and Shybyndu Rivers. Its territory is surrounded with earth Ancient settlement of Kostobe rampart and 31 towers. Archaeological Site is situated on the east of the studies have shown that it was a place village of Sarykemer on the right side of of trade and cultural exchange between River and has a size of 420 × 450 the nomad and urban civilizations. The meters. It is surrounded with double city was founded on the basis of the line of walls with towers. Carvings and ancient Turkic nomadic capital, which construction horizons were dated by transformed into the city on the Silk IX-X centuries. Major part of the citadel Roads because of the proximity of the is occupied by a palace, which includes a seasonal migration routes of nomadic temple complex of two buildings: parade communities between summer and hall-shrine and additional hall. This city winter pastures. There is a necropolis of was an important trade centre of the Source «Archaeological Expertise» LLC medieval nomads situated next to it. South-Eastern Zhetysu Region. Source «Archaeological Expertise» LLC

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Inclusion criterions ancient China, the significant impact on cultures of East Asia, and the spread − Criterion (ii): The latitude of the continental routes networks, the ultra- of Nestorian (which reached China in 500 AD), Manichaeism, long duration of use, the diversity of heritage remaining and their dynamic Zoroastrianism and early . Many of the towns and cities along the corridor connections, the richness of the cultural exchange they facilitated, the varied testify expansion of technologies for harnessing water power, architecture and geographical environments they connected and crossed, clearly demonstrate town planning. the extensive connection that took place within various cultural regions, especially the nomadic steppe and settled agrarian/oasis/pastoral civilizations, On the international level the coordination of the nomination to World Heritage List on the Eurasian continent between the 2nd century BC and the 16th century AD. of the whole serial and transnational site ‘Silk Roads: the Routes Network of Chang’an- These connection and forms of influence had a great impact into Tianshan Corridor’ was implemented by Intergovernmental Coordinating Committee developments in architecture and city planning, religions and beliefs, urban created in 2009. It included the representatives of three State Parties that were involved culture and habitation, merchandise trade and interethnic relations in all in the nomination process. Function of the secretariat was played by the ICOMOS regions along the routes. International Conservation Center in Xi’an, China (IICC-X). Coordinating Committee The Chang’an-Tianshan Corridor is an extraordinary example in world developed the abovementioned nomination on the basis of those corridors that were history of how a dynamic channel linking civilizations and cultures across identified by ‘The Silk Roads, ICOMOS Thematic Study’. the Eurasian continent, realized the broadest and most long-lasting exchange In May, 2012 China, Kazakhstan and Kyrgyzstan signed an intergovernmental among civilizations and cultures. agreement, regulating the nomination procedure and mechanisms, promotion and − Criterion (iii): The Chang’an-Tianshan Corridor bears an exceptional witness of management of this transnational cultural heritage site. In February, 2014, the same traditions of communications and exchange in economy and culture, and social State Parties signed one more detailed agreement on the same nomination. development across the Eurasian continent between the 2nd century BC and Meetings of the working group composed of two experts and one official representative the 16th century AD. from each State Party of this nomination, and representatives of the Secretariat – IICC-X, Trade had a significant influence on the settlement structure of the landscape, were taking place on the regular basis. through the development of towns and cities that brought together nomadic and International cooperation for this nomination requires some actions in field of settled communities, through water management systems that underpinned management by the corresponding cultural heritage sites on the national level. All those settlements, through the extensive network of forts, beacon towers, components of the serial transnational site ‘Silk Roads: the Routes Network of Chang’an- way stations and caravanserai that accommodated travellers and ensured Tianshan Corridor’ are the cultural heritage sites of national importance and possess their safety, through the sequence of Buddhist shrines and cave temples, and subsequently the highest level of protection on the national level ensured by the through manifestations of other religions such as Zoroastrianism, Manichaeism, authorized authority – Ministry of Culture and Sports of the Republic of Kazakhstan. Nestorian Christianity and Islam that resulted from the cosmopolitan, multi- ethnic communities that organized and benefitted from the trade of valuable goods. − Criterion (v): The Chang’an-Tianshan Corridor is an outstanding example of how the trade of valuable goods in the long period of time promoted the growth of sizeable towns and cities, supported by sophisticated water management systems: rivers, wells and underground springs to respond to the needs of residents, travellers by the irrigation of crops. − Критерий (vi): Тянь-Шаньский коридор напрямую связан с дипломати- чеCriterion (vi): Chang’an-Tianshan Corridor is directly associated with Zhang Qian’s diplomatic mission to the Western Regions, a milestone event in the history of human civilization and cultural exchange in the Eurasian Continent. It also testifies the tangible contribution of into development of the

56 57 Ugam River on the territory of Sairam-Ugam National Park Source: Sairam-Ugam State National Natural Park, Muratkhan Berdaliyev

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31 Western Tien-Shan in some areas goes up to 9-14% of total flora. Unique population of narrow-spread endemic specie of Western Tien- Brief description Shan – Menzbier’s marmot (Marmota menzbieri) lives only on the territory Brief description Serial transnational site ‘Western Tien-Shan’ includes Aksu- of Kazakhstan, Uzbekistan and Kyrgyzstan. Snow leopard (Uncia uncia) and Zhabagly Reserve (Zhambyl Region of the Republic of Kazakhstan), Karatau Reserve Karatau argali (Ovis ammon nigrimontana) also require particular attention (South-Kazakhstan Region of the Republic of Kazakhstan), Sairam-Ugam National Park from the point of view of the conservation of biodiversity and genetic sources. (South-Kazakhstan Region of the Republic of Kazakhstan), reserves of Padish-Ata, Besh- In total 25 animal and plant species inhabiting the nominated territory are Aral and Sary-Chelek (all in Kyrgyzstan), and Chatkal Biosphere Reserve (in Uzbekistan). among the endangered species of the IUCN Red Book.. Western Tien-Shan is characterized by an outstanding diversity, mosaic structure and beauty of landscapes; evidences of major geological and evolutional process; unique Each protected territory has a management-plan that renews regularly according to composition of various ecosystems; rich flora and fauna, an important part of which the national regulations. It happens not less than every 5 years or more often in case of is composed by endemic, as well as rare and endangered species and communities. need. Kazakhstan also disposes the monitoring databases (separate for each component) Territory of the site is one of the world centres of origin of some nut and fruit trees, as created within GEF/UNDP project, which is now being customized also with the support well as other cultivated plants. of GEF/UNDP. These databases can be used for introduction of the integrated monitoring Specially protected territories nominated by three State Parties are the most on the territory of all nominated components. representative and well-remained territories of a unique single natural complex – Western Currently three State Parties prepare the memorandum for management of this World Tien-Shan. Each of these protected territories has its specificity and compliments each Heritage site. This memorandum includes creation of the steering board (working group, other from the point of view of biodiversity, beauty of landscapes and paleontological coordinating committee) with regular meetings, information of other State Parties and sites. development of a single monitoring database for the whole site. Inclusion criterions

− Criterion (x): Nominated components are the key elements for the conservation of the outstanding biodiversity of the Western Tien-Shan. Eventhrough each property has a huge importance for conservation of one or another component of the unique biocoenosis of this mountain land only together they can assure its longstanding and sustainable development. Western Tien-Shan is one of the world centres of origin of some nut and fruit trees, and many other cultivated plants. It is also populated by their numerous wild ancestors: plum (Prunus), apricot (Armeniaca), walnut (Juglans regia), onion (Allium), medic (Medicago), apple (Malus), pear (Pyrus), grape (Vitis), tulip (Túlipa) and almond (Amygdalus). This huge genetic material has an outstanding importance for agro biodiversity for many countries of the world. Western Tien-Shan was included into the List of world’s key ecological regions because of high concentration of forest biological diversity. Nominated territory has saved the characteristic for Western Tien-Shan combination of various types of fir and leaf forests: juniper, nut, fruit, riparian, and over 10 endemic plant communities. Total number of endemic plant species Siberian ibex on the territory of Sairam-Ugam National Natural Park Source: Sairam-Ugam National Natural Park, 31 Main source of information – Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/ Muratkhan Bergaliyev list/1490

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World Heritage Tentative List of Kazakhstan Silk Roads

According to the Article 62 of the Operational Guidelines for the Implementation Fergana-Syrdarya Corridor: 1. Ancient settlement of Zhankent; of the World Heritage Convention, the World Heritage Tentative List is «an inventory 2. Ancient settlement of Kesken-kuyuk kala; of those properties situated on its territory which each State Party considers suitable for 3. Sites of Dzhetyasar Oasis; inscription on the World Heritage List». World Heritage Tentative List is also a preparatory 4. Ancient settlement of Balandy; stage before the inclusion of each site into the World Heritage List. «A Tentative List is a 5 Ancient settlement of Chirik-Rabat; planning and evaluation tool for States Parties, the World Heritage Committee, Advisory 6. Ancient settlement of Babish-mulla; Bodies and the World Heritage Centre, providing an indication of future nominations»32. 7. Ancient settlement of Zhankala (Dzhend); Before the inclusion of each site into the World Heritage List, it should be not less than 8. Ancient settlement of Sygnak; 9. Ancient settlement of Sauran; one year in the World Heritage Tentative List. 10. Ancient settlement of Sidak; By the time of preparation of this publication (November, 2017) the Republic of 11. Ancient settlement of Turkestan; Kazakhstan included thirteen sites in the UNESCO World Heritage Tentative List. 12. Sites of Otrar Oasis; 13. Ancient settlement of Karaspan tobe; Serial, UNESCO World Heritage Tentative List on the territory of Kazakhstan33 12 14. Ancient settlement of Zhuan tobe; transnational, 2002 15. Necropolis of Borizhary; cultural (in chronologic order of inclusion) 16. Ancient settlement of Kul tobe. Year of № Name Type of site inclusion 1 Turkic Sanctuary of Merke Cultural 1998 Mangyshlak or -Caspian Corridor: 1. Ancient settlement of Kyzylkala; Serial, 2 Megalithic Mausolea of the Begazy-Dandybai Culture 1998 2. Ancient settlement of Zhaiyk; cultural 3. Ancient settlement of Saraichik. Serial, 3 Barrows with Stone Ranges of the Tasmola Culture 1998 cultural Saryarka Corridor: 1. Ancient settlement of Bozok. 4 Petroglyphs of Eshkiolmes Cultural 1998 5 Petroglyphs of Arpa-Uzen Cultural 1998 Early period of formation (prehistory): Paleolithic Sites and Geomorphology of Karatau Serial, 1. Necropolis of Boraldai; 6 1998 Mountain Range cultural 2. Necropolis of Issyk; 3. Necropolis of Besshatyr. Serial, 7 Archaeological Sites of Otrar Oasis 1998 Petroglyphs of Sauyskandyk (XVIIIth century BC – IIIth cultural 13 Cultural 2016 century AC) 8 Cultural Landscape of Ulytau Cultural 1998 9 Northern Tien-Shan (Ile-Alatau State National Park) Natural 2002 10 State National Natural Park «Altyn-Emel» Natural 2002 11 Aksu-Zhabagly State Natural Reserve Natural 2002

32 Ponimanie vsemirnogo naslediâ v Aziatsko-Tihookeanskom regione. Vtoroj cikl periodičeskoj otčetnosti 2010-2012, ÛNESKO pri podderžke ÛNESKO/Âponskogo trastovogo fonda, 2013, str. 29. 33 Internet-site of UNESCO World Heritage Center: http://whc.unesco.org/en/statesparties/kz

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World Heritage Tentative List on the territory of Saryarka Corridor: Kazakhstan 1. Ancient settlement of Bozok.

Mangyshlak or Ural- Zhaiyk Barrows with Stone Caspian Corridor: Ranges of the Tasmola 1. Ancient settlement of Bozok Culture (1998) Kyzylkala; 2. Ancient settlement of Zhaiyk; 3. Ancient settlement of Cultural Landscape of Saraichik. Ulytau Saraichik (1998)

Natural heritage sites Megalithic Mausolea of the Begazy-Dandybai Cultural heritage sites Culture (1998) Zhankent;

Components and corridors of Kesken-kuyuk kala the Serial Transnational World Kyzylkala Dzhetyasar Oasis Besshatyr Babish-mulla Petroglyphs of Heritage Nomination «Silk Balandy Zhankala Sygnak Issyk Eshkiolmes Roads» Chirik-Rabat (Dzhend) Boraldai (1998) Sauran Sidak Turkestan Otrar Oasis Karaspan Zhuan tobe Borizhary Early period of Kul tobe Fergana-Syrdarya Corridor: formation (prehistory): 1. Ancient settlement of Zhankent; Turkic Sanctuary of 1. Necropolis of 2. Ancient settlement of Kesken-kuyuk kala; Merke Boraldai; 3. Sites of Dzhetyasar Oasis; (1998) 2. Necropolis of Issyk; 4. Ancient settlement of Balandy; 3. Necropolis of 5 Ancient settlement of Chirik-Rabat; Besshatyr. 6. Ancient settlement of Babish-mulla; Petroglyphs Petroglyphs of Arpa- Aksu-Zhabagly State 7. Ancient settlement of Zhankala (Dzhend); of Sauyskandyk Uzen Natural Reserve(2002) 8. Ancient settlement of Sygnak; (2016) (1998) 9. Ancient settlement of Sauran; State National Natural 10. Ancient settlement of Sidak; Park «Altyn-Emel» 11. Ancient settlement of Turkestan; (2002) Archaeological Sites of 12. Sites of Otrar Oasis; Paleolithic Sites and Otrar Oasis 13. Ancient settlement of Karaspan tobe; Geomorphology of (1998) 14. Ancient settlement of Zhuan tobe; Karatau Mountain Northern Tien-Shan 15. Necropolis of Borizhary; Range (Ile-Alatau State 16. Ancient settlement of Kul tobe. (1998) National Park) (2002)

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Factors affecting the sites − Storm (tornado, hurricane/cyclone, gale, hail damage, lightning strike, river/stream overflow, extreme tides); In many countries and regions of the world the cultural and natural heritage sites − Flooding; experience the impact of various negative factors. In case of the UNESCO World Heritage − Tsunami/tidal waves; List, these factors can represent the danger for their Outstanding Universal Value, and in − Avalanche/landslide; some cases for their physical existence. At the same time, most of the sites of world or − Volcanic eruption; local cultural and natural heritage are situated under the permanent negative influence − Fire (altered fire regimes, high-impact fire suppression activities, lightning strikes, of a series of factors. accidental fires, e.g. dropped cigarettes, not ecological).

Climate change: In this regard, it is necessary to design the most detailed list of − Drought; factors affecting the World Heritage sites, as well as the local cultural − Desertification; and natural heritage sites in different countries of the world, which − Changes to oceanic waters (changes to water flow and circulation patterns at local, includes: regional or global scale, changes to pH, changes to temperature); − Temperature change; «Local conditions affecting physical fabric: − Other climate change impacts.. − Wind (erosion, vibration); − Relative humidity; − Temperature; − Radiation/light; − Dust; − Water; − Erosion and siltation; − Micro-organisms.

Invasive or hyper-abundant species: − Translocated species (fish stocking, inappropriate plantings, introduced soil etc., dieback due to pathogens); − Invasive/alien terrestrial species (weeds, feral animals, rodents, insect pests, bird pests, diseases/parasites, micro-organisms); − Invasive/alien freshwater species (weeds, invertebrate pests, fish pests, diseases/ parasites, micro-organisms); − Invasive/alien marine species (weeds, invertebrate pests, fish pests, diseases/parasites, micro-organisms); − Hyper-abundant species (naturally occurring species impacting ecosystem by virtue of ecological imbalance); − Modified genetic material; − Pests. Ancient settlement of Saraichik (component of Mangyshlak or Ural-Caspian Corridor) that Natural disasters: becomes eroded by the Ural River − Earthquake; Sources: Samashev Z.S.

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Infrastructure development: Pollution: − Housing (urban high-rise, encroachment); − Pollution of marine waters (ocean dumping, bilge water discharge, solid debris in − Commercial development (skyscrapers, large shopping malls, encroachment/changes marine environments); to skyline, etc.); − Groundwater pollution (oil/chemical spills, industrial effluent, agricultural runoff, − Industrial areas (individual factories, industrial areas/parks, encroachment/changes household sewage/waste, acid sulphate soils, effluent discharge, mine/tailings runoff); to skyline, etc.); − Surface water pollution (acid rain, mine/tailings runoff, agricultural runoff); − Ground transport infrastructure (roads, car parks, railways, including easements, − Air pollution (excessive smoke or other airborne particulates, dust, local effects of transport depots); emissions from use of fossil fuels); − Air transport infrastructure (airports, airstrips); − Solid waste (mine tailings, litter, industrial waste, household rubbish); − Marine transport infrastructure (harbours); − Input of excess energy (any inputs of heat and light that disturb ecosystems including − Underground transport infrastructure; inappropriate urban lighting, heat pollution, etc.). − Effects arising from use of transportation infrastructure (vehicle traffic on roadways, shipping traffic in shipping routes, air traffic). Biological resource use and modification: Service facilities: − Fishing/collecting aquatic resources (trawling, netting, line fishing, game fishing, − Water infrastructure (dams, water tanks, locks, pumping stations, introduction of new collection/harvest fisheries, spear- fishing, by-catch/incidental take issues); systems/infrastructure); − Aquaculture (marine, freshwater aquaculture); − Renewable energy facilities (thermal, wave, solar, wind); − Commercial hunting (bush- trade, guided game hunting); − Non-renewable energy facilities (nuclear power plants, oil/gas facilities); − Subsistence hunting (i.e. not for economic benefit); − Localized utilities (cell-phone towers, radio towers); − farming/grazing of domesticated animals (grazing on farms or by pastoral − Major linear utilities (power lines, pipelines). groups); − Land conversion (agriculture – crops and livestock, rural, forestry); − Crop production (deep ploughing, new crops, intensification of planted agriculture, traditional crops, traditional systems, gardening); − Commercial wild plant collection (pharmaceutical trade, medicinal plants, fodder collection, thatching, mushrooms, bulbs, etc.); − Subsistence wild plant collection (indigenous subsistence hunting, gathering and collecting, i.e. not for economic benefit, for example: food plants, medicinal plants, fodder collection, thatching, mushrooms, bulbs, etc.); − Forestry/wood production (logging, pulp production, all silvicultural operations, restoration/regeneration, sustainable wood harvesting).

Grazing of domesticated animals on the territory of the ancient settlement of Talgar (one of the components of the nomination ‘Silk Roads: the Routes Network of Chang’an-Tianshan Corridor’). Source: APCEIU/HEO Younghan

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Physical resource extraction: − Quarrying (rock, sand, aggregates); − Mining; − Oil and gas; − Water.

Unfavourable human activities: − Illegal activities (illegal extraction of biological resources, i.e. poaching), blast fishing, cyanide fishing, illegal extraction of geological resources (mining/fossils), illegal trade, illegal occupation of space, illegal excavations, illegal construction, looting, theft, treasure hunting, ghost nets (discarded fishing gear); − Deliberate destruction of heritage (vandalism, graffiti, politically motivated acts, arson); − Military training; − War; − Terrorism; − Civil unrest.

Tourism: − Impacts of tourism/visitor/recreation (high levels of visitation, vendors, building community support, sustainable livelihoods); − Major accommodation and associated infrastructure (hotels, restaurants, golf courses, ski resorts, etc.), major/permanent high-cost tourist facilities (pontoons, jetties, Archaeological scientific and research studies of the ancient settlement of Taraz. observatories, cable cars, chalets, fully serviced camping areas, etc.); Source «Archaeological Expertise» LLC − Interpretative and visitor facilities (visitor interpretive facilities (visitor centres, site Management activities: museums, etc.), signage, trail hardening (trail markers, etc.), information booths, picnic − Low-impact research/monitoring activities (visitor surveys, water sampling, non- facilities, camping areas, moorings/marker buoys). extractive surveys, In situ surveys); − High-impact research/monitoring activities (excavation, sampling using destructive Interaction with society: techniques, research involving removal of features or species, i.e. extraction)» 34. − Ritual/spiritual/religious and associative use festivals/ performances; − Society’s valuing of heritage (change in values, abandonment changes in values leading to new uses of heritage resources, expansions of / additions to current uses of heritage resources, conflicting values, abandonment); − Indigenous hunting, gathering and collecting; − Changes in traditional ways of life and knowledge system (loss of traditional knowledge and practices linked to heritage); − Identity, social cohesion, changes in local population and community, changes in livelihoods, migration to or from site.

34 Understanding World Heritage in Asia and the Pacific. The Second Cycle of Periodic Reporting 2010-2012 with the support of UNESCO/Japanese Funds- in-Trust, 2013, pages 60-88.

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Global Citizenship Education35 will require the integration of GCED in education systems, either as a stand-alone subject, a component of existing programmes and/or the ethos of a learning environment and system»37. Global Citizenship Education is of the most important part of actual UNESCO activities in field of education since September 2012, when the Secretary-General of UN Mr. Ban Ki-moon launched Global Education First Initiative.

This initiative aims «to raise the political profile of education, inspire new partnerships and mobilize additional funding to deliver on the promise of Education for All»36. Together with the ideas of putting every child in school and improvement of the quality of learning it has a third focus on the fostering of the global citizenship. First UNESCO Forum on Global Citizenship Education took place in Bangkok, Thailand in December 2013 and identified the key role of education for further promotion of global citizenship among the UNESCO State Parties. Second UNESCO Forum on Global Citizenship Education took place in Paris, France in January, 2015 and confirmed the need of integration of Global Citizenship Education principles into the national education systems. Also 2nd UNESCO Forum on Global Citizenship Education decided the launching of the UNESCO Clearinghouse on Global Citizenship Education that was opened at Asia-Pacific Centre of Education for International Understanding (APCEIU). Today, this center, its publication and information sources (including the Internet-site: https://www.gcedclearinghouse.org/) are the most detailed sources of information about the Global Citizenship Education. Third UNESCO Forum on Global Citizenship Education took place in Ottawa, Canada in March, 2017 and confirmed the key role of the teachers and professors for promotion of the Global Citizenship Education concept. So what is the Global Citizenship Education? According to APCEIU it «aims to equip learners of all ages with those values, knowledge and skills that are based on and instil respect for human rights, social justice, diversity, gender equality and environmental sustainability and that empower learners to be responsible global citizens. GCED gives learners the competencies and opportunity to realise their rights and obligations to promote a better world and future for all. Grounded in a lifelong learning perspective, it targets all learners of all ages – children, youth and adults. GCED can be delivered Third UNESCO Forum on Global Citizenship Education, March, in all modes and venues, including formal, non-formal and informal education. In most 2017, Ottawa, Canada countries, the formal education system will be the main mode of delivery of GCED. This Source: APCEIU

35 Source of picture – Internet-site of UNESCO: https://en.unesco.org/gced 37 Internet-site of UNESCO Clearinghouse on Global Citizenship Education : https://www.gcedclearinghouse. 36 Internet-site of UNESCO: http://www.unesco.org/new/ru/education/global-education-first-initiative-gefi/ org/about?language=en

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Practically there are three following core conceptual dimensions of global citizenship responsibilities, based on human rights; education: − Learners develop attitudes of empathy, solidarity and respect for differences and diversity. − «Cognitive: To acquire knowledge, understanding and critical thinking about Behavioural: global, regional, national and local issues and the interconnectedness and − Learners act effectively and responsibly at local, national and global levels for a more interdependency of different countries and populations; peaceful and sustainable world; − Socio-emotional: To have a sense of belonging to a common humanity, sharing − Learners develop motivation and willingness to take necessary actions»40. values and responsibilities, empathy, solidarity and respect for differences and diversity; Therefore, there are three following key learner attributes, which development − Behavioural: To act effectively and responsibly at local, national and global require orientation of the Global Citizenship Education process: levels for a more peaceful and sustainable world»38. «Raising awareness and critical thinking − Know about local, national and global issues, governance systems and structures; Global citizenship education can enable learners to: − Understand the interdependence and connections of global and local concerns; − Develop skills for critical approach and analysis. − «Develop an understanding of global governance structures, rights and responsibilities, global issues and connections between global, national and local systems and processes; Socially networks and respect of diversity − Recognise and appreciate difference and multiple identities, e.g. culture, language, − Cultivate and manage identities, relationships and feeling of belongingness; religion, gender and our common humanity, and develop skills for living in an − Share values and responsibilities based on human rights; increasingly diverse world; − Develop attitudes to appreciate and respect differences and diversity. − Develop and apply critical skills for civic literacy, e.g. critical inquiry, information Ethic responsibility and engagement: technology, media literacy, critical thinking, decision-making, problem solving, − Develop appropriate skills, values, beliefs and attitudes; negotiation, peace building and personal and social responsibility; − Demonstrate personal and social responsibility for a peaceful and sustainable world; − Recognise and examine beliefs and values and how they influence political and social − Develop motivation and willingness to care for the common good»41. decision-making, perceptions about social justice and civic engagement; − Develop attitudes of care and empathy for others and the environment and respect for diversity; − Develop values of fairness and social justice, and skills to critically analyse inequalities based on gender, socio-economic status, culture, religion, age and other issues; − Participate in, and contribute to, contemporary global issues at local, national and global levels as informed, engaged, responsible and responsive global citizens»39.

Global Citizenship Education process needs to target following key learning outcomes: «Cognitive: − Learners acquire knowledge and understanding of local, national and global issues and the interconnectedness and interdependency of different countries and populations; − Learners develop skills for critical thinking and analysis. Socio-emotional: − Learners experience a sense of belonging to a common humanity, sharing values and

38 Global Citizenship Education Topics and Learning Objectives, UNESCO, 2015, page 15. 40 IDEM, pages 22-23. 39 IDEM, page 16. 41 IDEM, page 29.

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International education principles in field of education This programme is based on the viewing of a child as a subject of collective responsibility, where each person has the engagement in the childcare process. Apart of identification Speaking about the international education principles in field of education it is of approaches for childcare, it also identifies following principles that should be used in important to mention the concept ‘Education for International Understanding’, which each lesson: aims to «to install a culture of peace that encompasses individuals, communities, nations, − «Ethical principles and core values for ethics education; international/global systems and a sustainable relationship between humanity and − Capacity to choose: greatest gift and most challenging responsibility; 42 nature» . Seven following principles of Global Citizenship Education can be identified on − Safeguarding and upholding human dignity; the basis of all guidelines for Education for International Understanding: − Respect and mutual understanding; − Interdisciplinary education based on the integration of two or more disciplines. − Empathy and the ability to ‘put yourself in another’s shoes’; This approach teaches the student to solve the problem on the basis of quality analysis − Individual and collective responsibility; of required actions. − Reconciliation and the approach to build bridges»43. − Problematic education and critical thinking. This education principle gives an Principles of Global Citizenship Education and «Learning to live together» complement opportunity to solve the problem by viewing it from different points of view and asking each other and makes the lesson more socially-valuable for the students. Lesson planning a question: what if? Problematic education supports the motivation of students and in view of these two concepts transforms into a journey for the teacher itself; he has an asks them to plan active actions for solving the problems. Possibility of independent opportunity to understand in the better way and appreciate together with its students studies gives to a student the required skills for research activities that he/she can the role of communication and interdependence. use in his/her future professional life. In view of desire of the policymakers of the Republic of Kazakhstan to assure the − Value-based education that provides students with the moral-ethical values. This sustainable development of the country, it is important to mention the concept of education principle prepares active citizens that respect not only the values of their «Education for Sustainable Development» initiated in 2002 by the UN Resolution county, but also the values and interests of other people. on the Decade of Education for Sustainable Development that started on January, 1st, − Multimodal education based on the use of various education technologies such as 2015. «Education for Sustainable Development is a process of understanding, how to make Internet, presentations, creative workshops and encyclopaedias. the decisions required for the longstanding future of economy, ecology and equity of all − Active education, which involves students in discussions and research studies. This communities. Development of the future-oriented thinking is the key task of education»44. education principle teaches students to take responsibility for their actions and decisions. − Contextual education, which focuses on the studies of local and global context. This education principle allows the use of previously acquired skills to solve problems of local and global importance. − Evaluation of education process and evaluation as an educational method. This education principle allows students to plan their achievements and see the changes of their understanding of the discipline.

Included into the lesson plan, these principles transform the education process into an exciting adventure, in which the traditional approach «material — exercise» transforms into «problematic questions — research — result — skills». In context of the cosmopolitan it is important to mention education principles of UNESCO Programme ‘Learning to live together’, as this approach to the students forms the understanding of individuality and uniqueness of other nations. 43 Learning to live together An Intercultural and Interfaith Programme for Ethics Education, Arigatou 42 Two Conceptions, One Goal: Education for International Understanding and Education for Sustainable De- Foundation, 2008. Chapter: Ethics and Ethics Education, pages 10-15. velopment, UNESCO Bangkok, APCEIU, стр. 4: http://unesdoc.unesco.org/images/0015/001507/150703e. 44 Obrazovanie: sokrytoe sokroviŝe (Osnovnye položeniâ Doklada Meždunarodnoj komissii po obrazovaniû pdf dlâ XXI veka), MOO VPP ÛNESKO «Informaciâ dlâ vseh», 2007: https://www.ifap.ru/library/book201.pdf

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Global Citizenship : Current transition to education process in English language in the high-school and universities» and determines «improving competitiveness of prepared specialists and growth of the State economic potential of the education sector» as one of the main objectives of education in Kazakhstan. International Commission on Education for the Twenty-first Century admitted that State support and understanding of the importance of education according to world «the coming century is going to be dominated by global processes that will create some education standards notably follow to increased number of UNESCO Associated Schools sustainable contradictions that are need to be overcome – contradictions between global in our country. Project of UNESCO Associated Schools was initiated in 1953 for cooperation and local, universal and individual, traditions and modernity, perspective and next tasks, of the schools to disseminate knowledge and experience in field of education. UNESCO competitiveness and equal opportunities, unbounded expansion of opportunities and Associated Schools were initially following the Global Citizenship Education concept, and human limits to acquire them, contradictions between spiritual and material» . In 2015 also were the experiment grounds for innovation pedagogic activities. Today there are 28 the Education Policy Committee of the Organization for Economic Cooperation and UNESCO Associated Schools in the Republic of Kazakhstan that regularly participate in Development (OECD) started the implementation of a new project ‘Future of Education the exchange of experience in field of the best education practices in field of education. and Skills: Education2030’. «The OECD assumes that the world is confronting with By their experience, they demonstrate the importance of Global Citizenship Education previously unknown challenges, and becomes unpredictable and vulnerable. Modern and provide an opportunity for transformation of traditional education methods into human receives more information in 1 month than the human of XVIIth century during all modern education strategies based on the critical thinking, working in groups and his life. The total amount of information in the world doubles each two years, which makes research studies. Work of the UNESCO Associated Schools in field of integration of the its over-learning impossible and useless. Therefore the academic knowledge, functional Global Citizenship Education into the education process is supported by the annual skills, personal competences and relations are insufficient to prepare the school child to festivals, competitions and conferences. live in these conditions. It requires new skills – meta-cognition and meta-competences. However, none of the above-mentioned national documents and strategies mentions Advanced economies require the transformation of the aims of education from ‘a man who directly the Global Citizenship Education concept. In this regard, the World Cultural knows’ to ‘a man who thinks creatively, acts and self-develops’. In this regard in 1980th and Natural sites on the territory of the Republic of Kazakhstan, as well as the national the leading countries of the world started to transform the knowledge centrism into the intangible heritage can be important practical instruments for the integration of the practice-oriented education»45. Global Citizenship Education into educational system of the Republic of Kazakhstan. Several official program documents of the Republic of Kazakhstan are trying to give their answer to the above-mentioned challenges. Law of the Republic of Kazakhstan «On the Education» (July, 27, 2007) № 319- III is the most important text for the official policy of the Republic of Kazakhstan in this field. Notably Article 11 of this law notes «admission of the achievements of local and world culture, studies in field of history and traditions of Kazakh and other communities of the country; knowledge of the Official, Russian and foreign languages» as one of the main objectives of the education system. National Programme for Development of Education and Sciences in the Republic of Kazakhstan for 2016-2019, which was initiated by the Decree of the President of the Republic of Kazakhstan (March, 1, 2016) № 205, aims «to improve competitiveness of education and sciences, development of human potential for sustainable economic growth». One of its main objectives is the «modernization of the content of higher and post-graduated education in view of international tendencies». Plan «100 Concrete Steps of the Nation» (paragraph 79) envisages «step-by-step

45 Instruktivno-metodičeskoe pisʹmo «Ob osobennostâh organizacii obrazovatelʹnogo processa v obŝeobrazovatelʹnyh školah Respubliki Kazahstan v 2017-2018 učebnom godu», Astana, 2017: http:// engime.org/metodicheskoe-pisemo--2017-2018-uchebnij-god.html?page=2

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«We are never sufficiently understanding. Whoever differs from us – a foreigner or a political adversary – is almost inevitably considered evil. A little more understanding of people would be necessary merely for guidance, in the conflicts which are unavoidable; all the more to prevent them while there is yet time. If history could only renounce its false archangelic airs, it would help us to cure this weakness. It includes a vast experience of human diversities, a continuous contact with men. Life, like science, has everything to gain from it, if only these contacts be friendly»46 wrote Mark Bloch in his famous work ‘The Historian’s Craft’, which he wrote, in 1941-1942 – during the tragic years for his country, France. Words of Mark Bloch on the historical science can be projected on the relations between tangible (cultural and natural) and intangible heritage, and the Global Citizenship Education. As it was previously shown, this concept and many other initiatives of UNESCO and international community in this fi eld aim to sustainable and peaceful relations based on the common understanding and acceptance between all countries and communities. So how the tangible and intangible heritage can make their contribution into the Global Citizenship Education in Kazakhstan? A more detailed answer will be given hereafter in the description of the education courses.

Students of the School of Fine Arts and Technical Design named after A. Kasteev during the seminar and field practice on the territory of the ancient settlement of Talgar (one of the components of the nomination «Silk Roads: the Routes Network of Chang’an-Tianshan Corridor»).. Source: Regional Observatory on Intercultural and Creative Education, School of Fine Arts and Technical Design named after A. Kasteev.

46 Blok M. Apologiâ istorii ili remeslo istorika. M., «Nauka», 1973, str. 79.

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Example of Educational Course 1 This course is built on the education concepts in field of Global Citizenship Education as follows: Heritage Sources: Studies of Tamgaly Petroglyphs − Integration with education programme; − Integration with scientific disciplines; Age of students 12-15 years (beginning of the secondary education programs) − Introduction of information technologies; − Problematic education; Subject History − Group studies. Integrated subjects Geography, fine arts, literature, man and society Key words Global Citizenship, sustainable development, tolerance, empathy, active Besides the disciplinary conditions, this part also use such active forms of work as: citizenship, World Heritage, cultural heritage − Project presentation; − Exhibition; Total time 15 lessons − Guide tour.. Conceptual dimensions of Course tasks Education strategies and time This course uses the methods of the programme ‘Learning to live together’: education education process on the basis of visual and tactile perception. Cognitive Studies of the — Guide tour to the World Heritage site of The entire education process is based on the group work and further presentation of mythology of the Tamgaly; materials and discussions. Lessons are based on the new education strategies including ancient nomadic — Discussion with the guide; problematic studies and such critical thinking aspects as: technology of education in population of — Recording of terms and facts in the notebook. global information community (TOGIS), critical writing, ‘I know, I want to know, I Kazakhstan have learned’. Socio-emotional Classification of — Studies in class; Integration of the education tasks based on activities and values into the lessons leads the mythological — Homework and/or group work in class: to independent studies on the issue of the conservation of cultural properties with use of animals of Tamgaly demonstration of the classification of the official information sources. For the teacher it is important to keep confidence among the mythological animals of Tamgaly on the poster. students, atmosphere of trust and demonstrate the understanding of their points of view. Behavioural Written works in — Homework and/or group work in class: Teacher must be a model for the students in case of Global Citizenship, have the listening order to develop the preparation of an essay; preparation of the and understanding skills and appreciate the people, who want to understand him and understanding of myth/scenario for a play; preparation of the others. This course includes the method of Mrs. Elvira Arstambekovna Sarsenova of the history of other the children research article on the culture ‘3Es’ – Encourage, Explore, Experience47. communities and worldview of the ancient population of Kazakhstan on the basis of Tamgaly studies (1 of proposed tasks for selection).

Goal of the teacher is to support students in:: − studies from the point of view of various school disciplines; − Understanding of importance of culture studies as a tool to support peace and stability; − Understanding of connections between historical and modern global values; Understanding of the need of protection of World Heritage sites.

47 Internet-site of ‘Miras’ International School: http://www.miras-astana.kz/ru/events/detail.php?ID=3220

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Lesson 1

Individuality and solidarity (problematic studies of the material) Students receive the quote of Erich Fromm: «(1) A person must develop his mind in order to understand himself, his relation to others and his place in the universe. (2) He must comprehend the truth, in accordance with his limitations and his possibilities. (3) He must develop the ability to love for others, as well as for himself, and feel the unity of all living beings. (4) He must have the principles and norms that would lead him to this goal». Round table: students discuss the meaning of this phrase in context of Global Citizenship. Students give the examples of the importance of comprehension of their opportunities in order to contribute to the society, and think on the need of empathy to Fig. 1, Map of thoughts’ other people and living beings to keep the peace and stability. In this context teacher should take a role of a listener-manager. Teacher listen the Map of thoughts: student discussion and leading it to the need of active actions in order to understand − − What «big idea» your proposal has? Write them in the central figure (star). yourself and society, keep the peace and unity, tolerance and equity among the people. − Identify the main subjects of the «big ideas». Write them in the rectangular. Work in groups − Identify the participants and responsible for the main subjects. Write them in the Goal of the task: establish relations and connections between the quote and Global ovals. Citizenship (affiliations and interconnections among the communities, active engagement, − Mark near the arrows, how the participants or the responsible persons influence the local and global structure); select the ideas and subjects for further discussion during proposed issues. the lesson. Students will use critical thinking to prepare the studies; apply to strategic Table of reflections writing for further execution; exchange the ideas and thoughts in groups. Common issues topics which discussions Each phrase of the above-mentioned quote has a number. Students receive one phrase haven’t led to any questions (group came Topics that require particular attention per group to fill the ‘map of thoughts’. After 15 minutes, students will exchange their to the solidarity) ideas with other group members. If the student likes the idea of some of the speakers, he puts this idea into his ‘map of thoughts’ (fig. 1). After all group members have spoken out, the students will have 20 minutes to identify the common ideas. Students will have to summarize this material in the table of reflections (tab. 1), by identifying the common ideas of all members of the group that require particular attention. During the Tab. 1, Reflections presentation of these reflections by the representatives of the groups, the teacher has to identify the cluster of the lesson «Individuality and solidarity». These issues will be used Notice: on this stage, the role of teacher-manager is extremely important. Teacher during the further studies and during the final exhibition. should listen carefully the student speeches and discretely lead their reflection to the themes of the present course. Following (or similar) topics should be identified as the further students will concern the Global Citizenship and sustainable developments concepts: importance to understand the other people; importance of solidarity and development notions; we have the same history; we are all different, but similar; each person is special and unique.

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Lessons 2 and 3 Example of the task according to the concept of global education in the changed Lecture and Collection of Materials TOGIS technology: Group Research Work Dear students! Read the task. Before the lesson: teacher should make the lecture plan on the basis of the topics We have one history that were identified during the Lesson 1. Topics that did not lead to any questions Our homeland occupies one of the biggest territories in the world. Kazakhstan should be viewed as facts, while the topics that caused difficulties should be viewed is situated on the territory of two parts of the world – Asia and Europe. History is a more carefully under this lesson. Importance of this lesson consists in the theoretical memory of the people. Kazakh people are the successors of the great history of ancient material of the issue of Global Citizenship and Sustainable Development received by the , , , and Sarmat people. Such variety of tribal communities leads students to design their group research work. It is important to include in this lesson to unity of origin the development of various nations and culture. For example, all the terms of Global Citizenship and Sustainable Development goals for the students to achievements of the Bronze Age communities are related to the rising of the Andronovo have a possibility to use these terms in the future. This lesson should also be finished culture. Andronovo heritage sites are situated from the Zhaik River on the West to by the instructions to students on the further field trip to Tamgaly. the Yenisei River on the East, from Taiga on the North to the Pamir Mountains on the This lesson will take apart according to the changed activity and value based South. The rock engravings (petroglyphs) that were found in the southern Kazakhstan, technology of TOGIS, which was developed by the Doctor of pedagogic sciences – on territory of Tamgaly in the Zhetysu (Semirechie) Region, and in Karatau Mountains Professor V.V. Guzeev. Lesson takes a form of independent group research work and testify the settlement of the people during the Bronze Age. These rock engravings further presentation of material (activity-based technology). Students have to present exist all over the world and all of them are protected by UNESCO. Similar techniques of their understanding of the problem and prove the importance of its studies for the rock engraving making in different parts of the world, for example in North America, society. Group research work follows the topics identified by the students during Kazakhstan, Russia and Uzbekistan, testify the same origin of all mankind (according the previous lesson. This pedagogical technology includes the tasks (topics) to be to the materials of ‘History of ancient Kazakhstan’ by A.T. Toleubayev). solved by the students during their research work. After all groups have presented their materials, the teacher presents its version of the lesson plan based on the official Tasks or the research work:: sources of information of UNESCO (values based technology). Students compare the 1) Find the material on bold words. material of the teacher (if it is necessary) and make the reflections according to the 2) Prove the cultural importance of petroglyphs for understanding of the public technology of critical thinking. Structure of the TOGIS technology and approximate conciseness of the past time. topics of the research work are given hereafter (tab. 2): 3) Identify the importance of studies of the history of your own nation and the world in order to preserve the spirit of Global Citizenship. Group 3 Group 4 Group 1 Group 2 Importance of We are all Each person is We have the same understanding different, but In this task, the teacher needs to present the list of literature or Internet-sources that individual and unique history the other people equal will help students to study this issue. Answer to the task given by the teacher (stage Solving of the lesson task on the Global Citizenship ‘Receiving of the value based material’) (see tab. 2) also should be based on the official sources. Audition tour 1: presentation of material. Questions of the audience. Value based material from the teacher. Comparison and correction, students see the questions of the audience. Reflection. Audition tour 2: Reflection. Students make the notes of the key elements into the notebook. Audition tour 3: Students discuss the results of the ‘I know, I want to know, I have learned’ approach in groups. Final word of the teacher Tab. 2. Structure of TOGIS technology

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Lesson 4 During the visit: students should be divided by the groups. Each group select one of following themes drawn by the ancient nomads on the rocks of Tamgaly: Visit of Tamgaly (observation lesson) 1. Cult divinities; 2. Hunt scenes; Before the visit: students receive the map of Tamgaly with the empty stars for the 3. Daily life and culture; pictures of petroglyphs (image of the mountain is taken from the Internet-site: http:// 4. Animals; www.istockphoto.com, but the image can also be drowned by the students). Students 5. Science. should mark on the map (Fig. 2) the dates of the rock engravings, describe their status of conservation and visibility, as well identify the theme (group) of the image – what it During the guided visit, the students should fill the table «Themes of Tamgaly shows. Each student should mark not less than 4 rock engravings of different periods and petroglyphs» (tab. 3) by keeping correct notes and images. Each group should identify themes. Students should also fill the form ‘I know, I want to know, I have learned’, which not less than seven petroglyphs. All the facts collected by the group will be checked by they already filled during the second lesson. the teacher (guide or the group leader) after the end of the visit. Fig. 2. Map of Tamgaly

Century Image of the Theme (approximate Description of the petroglyphs dating) meaning

School visit on the territory of the World Heritage Site «Petroglyphs within the Archaeological Landscape of Tamgaly» Tab. 3. Themes of Tamgaly petroglyphs Source: State Historical, Cultural and Natural Reserve-Museum «Tanbaly», Boris Zheleznyakov

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Lesson 5 Stage №3 – «legends near the campfire» Before the lesson: the teacher need to find the legends related to the petroglyphs in Overnight in style of Nomads different countries. This stage aims to consolidate of the class collective and demonstrate of the public This lesson is designed in theatrical manner. The main aim of this task is to understand reading skill; students read the legends and stories related to the site of Tamgaly and the beliefs of the ancient nomads that lived on the territory of Kazakhstan and to make a the origins of the petroglyphs in general. Apart of the productive reading students learn parallel between ancient and modern migration problems. to listen and hear the other team members, and try to understand the feelings of other people by using the phenomenon “take my place”. Stage №1 – Presentation of the Information Students can be asked to imagine their own legends based on the scenes of the life of ancient nomads. They can use not only the legends of Kazakhstan, but also the legends Students prepare an oral presentation of their observations by telling the other groups from other countries that have the petroglyphs (discussed during the lecture), such as the particularities of petroglyphs, periods, drawing techniques, and its themes. Listeners “Legend of Oghuz-khan”, “legend of three suns” (“legend of Sikachi-Alyan”), “legend of should continue to fill the ‘I know, I want to know, I have learned’ table in their notebooks. Omoks” (Yakut mythology), “How the sun and the moon were born” (legends and tails of It is desirable for student presentations to be creative, which means to include a legend, a American Indians). poem or a dance that shows a part of the ritual shown on the petroglyphs. During this exercise, the teacher can evaluate speech, intonation and dramatic side of the stories. At the same time, students should continue to fill the ‘I know, I want to know, I Stage №2 – Cooking of dishes of nomads of the Bronze Age have learned’ table, where they should answer following questions: What does this story gave to me? Which values underline this legend? Is it possible to make a parallel between Students and group leaders (heads of the tour, guides) receives a task: to cook the this legend and the today’s life? After the end of presentation, each student shares his dinner of the nomads of the Bronze Age (tab. 4). Of course, this task is rather entertaining observations and answers verbally the questions from the reflections. and insightful, as the dinner requires certain preparations in advance. This activity aims to understand the difficulties and ways to overcome them faced by ancient nomads during their migrations. During the tasting and presenting their dishes the students continue to fill the ‘I know, I want to know, I have learned’ table.

Group 1 Main dish Group 2 Second dish Group 3 Third dish

Meat soup with sorrel (fish Barley porridge with fried Herbal tea with mint, salvia soup is also possible in case of liver and honey available ingredient)

Tab. 4. Options for dishes

School visit on the territory of the World Heritage Site «Petroglyphs within the Archaeological Landscape of Tamgaly» Source: State Historical, Cultural and Natural Reserve-Museum «Tanbaly», Boris Zheleznyakov

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Lesson 6 Lessons 7, 8, 9 and10

Experimental studies of Tamgaly Migrations: difficulties of the past and the present

The aim of this task is to study the anciently formed mythical phenomenon of This experimental lesson takes place before the final exhibition. This task aims to Tamgaly on the basis of modern scientific laws. Ancient nomads did not know the rules generalize the received information on the Tamgaly and make parallels with the problems of physics, and such phenomenon as echo for example, considered as a voice of God. It of modern society, such as disrespect of the culture and faith of other people, careless is recommended to perform demonstration experiments (tab. 5) to demonstrate the treatment of cultural heritage sites, and inability to hear and understand other people. need of good education to understand the origin of some superstitions and formation of religious values. Students work in groups to study various scientific phenomenon, which Stage № 1 – Generalization of material can take place in the gorge or a cave. It is preferable for students to work independently Students present the scientific studies implemented on the territory of Tamgaly. and according to their preferences. After the experimental observation, students make Discussion on the results of the group work. Students exchange the ‘I know, I want to presentations of these phenomenon and provide the scientific arguments on the example know, I have learned’ tables, and fill the column ‘I have learned’ with more detailed of the gorge of Tamgaly. Students continue to fill the ‘I know, I want to know, I have commentaries. In order to continue the lesson teacher can demonstrate the strategy of learned’ table. Departure. “3E” (Expand, Extend, Elaborate) – Fig. 3. Physics Geography Physical geography Fine arts Fig. 3. “3E” Strategy Mapping the Echo phenomenon in migrations of cattle Sides of the world and Techniques of making the mountain gorge and nomads on the salt calendar petroglyph basis of petroglyphs Tab. 5. Scientific experiments

After that teacher asks the class: can the legends and stories help us to understand the person? Which difficulties nomads faced and what he wanted to say to next generations? Can we consider the petroglyphs of Tamgaly as a way of communication between ancient and modern people? Is there are any difficulties? In case of this discussion, it is very important for students to give their examples, and constantly make parallels with the past (on the basis of studies of Tamgaly and history of ancient Kazakhstan).

Petroglyphs of Tamgaly Source: APCEIU/HEO Younghan

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Lessons 11, 12, 13, 14 and15 Stage 2 – modern problems Method of five-pointed star. Each student draws a five-pointed star. Ask the students Personal Exhibition to provide information about themselves crucial to understand their individuality. Remind them that one part of the star should be filled with the information that This exhibition is the final product created by the students according to their students have learned during the trip to Tamgaly, and which helped them to understand understanding of Global Citizenship, history studies and conservation of cultural other people. For example: ability to listen and understand; importance of knowing heritage sites. Through this exhibition, the students will be able to understand other culture for better understanding of your own culture; importance of history for themselves and other people. Students should demonstrate the understanding of peacekeeping. differences between us, ability to use human goods given to everyone, and respect to 1. After students will end to fill their ‘stars’ let them sit in a ‘circle’ and give a time to rights of other people. During the passage next to the stands, students will see the each of them to speak. After the end of the tour, ask students to stick their ‘stars’ on examples of their uniqueness through history, values and need of other people. This the walls, so the other students were able to see the answers. task will help students to appreciate the diversity, overcome the prejudice and show 2. Give a few colour markers to each student so they mark by one colour similar facts the importance of understanding and respecting other people. from his ‘star’ and ‘stars’ of other students. Each student should found at least one ‘Map of stands’ (fig. 5) will be given to all guests of the exhibition (parents, teachers, identical (similar) answer. school administration, and students of other classes), while the students will present 3. After students mark similar answers propose them to find the ‘creators of stars’ or the stands and speak about the importance of Global Citizenship Education. Each those, who gave the similar answers, and talk to them to find more similarities. It stand will include the photos on the issue of the exhibition, detailed description of can be not only personal information, but also an opinion on particular problem of the problem (Global Citizenship issue, sustainable development and ‘living together’) Global Citizenship, view on the struggle with famine and ways to fight for the sexual (fig. 4) in order to explain the origin of the problem and the ways to solve it. Each equality. stand should include the information on one specific theme identified on the basis of 4. Talk to the class and find how many ‘stars’ remained uncoloured? Pay attention to materials on Tamgaly petroglyphs and understanding of culture and Humanity on the uncoloured ‘stars’ that demonstrate the uniqueness and speciality of each person. It basis of history studies. should be underlined that even if each star has its unique form and difference from the others, they can be used for a good reason – understanding of the humanity and its needs. 5. Resume the lesson by putting an accent on fact that our history makes each of us unique. In this regard, the study of history is understanding of the uniqueness of Photos your own nation, which means the world in general. All humans have something in common; it was true even in the past, as it is shown by the petroglyphs of Tamgaly and other parts of the world; but they also unique; all their beliefs, legends and traditions – it all could be viewed as uniqueness. History studies allows us to understand the values of other cultures on the example of our own values, understand and appreciate the culture of other people, which means understand and appreciate the humanity. Global Citizenship principle consists of the fact that we belongs not only to our own family, but also to all the humanity. Therefore Global Citizenship Education (GCED) aims respect to everyone and development of the 1. Name sense of belonging to the humanity.. 2. Description of the problem 3. Ways to solve to the problem Рис. 4. Представление фотографии, пример

Fig. 4. Demonstration of photos, example

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Conclusion

This series of lessons was developed in order to support the students in studies of cultural difference and historical values on the example of their own country in accordance to Global Citizenship Education. Such interactive forms of work as field visit, practical experience, exhibition and creative workshop aimed to study the life and beliefs of other communities on the basis of taken example, understanding of history and traditions of our country and community on the basis of scientific experiments and useful practices (cooking and drawing), and compare ancient system of values and global situation. By studying petroglyphs, life and migration of ancient nomads, students will have a better understanding of the rights and obligations that were given to us by previous generations. By studying the needs and difficulties of the ancient societies and their cultural values that can disappear, students will be able to appreciate the need of social Fig. 5. Thematic map of stands activism in field of conservation of cultural heritage sites and universal human values developed during the ancient times.. In the end of the exhibition, students and guests will be asked to fill the following It is known that petroglyphs found from different parts of the world demonstrate the reflection form (tab. 6): universal values and ways to appreciate the gifts of the nature. Petroglyphs were some sort of instrument for transferring the information and identification of the uniqueness What is Global of each historical period. These lessons are based on the Global Citizenship Education What have I How can I help to Citizenship and concept and principles of ‘Learning to live together’, fill the gap between the academic learned during the What do I feel? solve the problems Global Citizenship exhibition? of humanity? knowledge given in school, and practical and social knowledge. Students use the lectures Education? for individual studies on the basis of the work in groups, integration of various educational disciplines, and by having an opportunity to use different feelings: kinetic, oral, visual and multimodal. This example of educational course demonstrates the ways to teach the peace and respect to the diversity on the basis of academic skills. Unfortunately, school programme does not include such important lesson as ‘peace education’. Following the Tab. 6. Reflection academic skills that cannot be always used in practice, we forgot the universal human values as the guards of peace and stability. If we will not learn the principles of the peace, someone will teach us the war, lie and jealousy. How to teach a child to live in peace and harmony with itself and the others? How to teach to understand yourself, your history and history of the others? We believe that education processes based on these issues will allow teaching Global Citizens, which will contribute to the prosperity of humanity and longstanding stability.

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Apart of the education course example on the issue of Global Citizenship Students should come to the conclusion that all Education through UNESCO World Heritage site – ‘Petroglyphs within the social groups are closely related to each other. This system of intercommunications can be Archaeological Landscape of Tamgaly’, the author of this part prepared an expanded to economic, political and historical example of short lesson dedicated to the Global Citizenship. connections. Socio- On the basis of Game “Interconnections” 40 min Notice: this lesson is a part of the programme “Learning to live together through emotional a game students Students stand in circle of five persons. Each literature and critical thinking”. will conduct group plays the role of certain community, for This programme was developed to teach the principles of peacekeeping and harmony, an experiment example a family. Each student takes a role of ability to have a dialogue in the multinational community and ability to study the culture in field of certain group member, for example mother, and traditions of other countries. The programme includes personal student research studies of these father, brother, sister, grandmother. Teacher interconnections gives the situation, for example the mother is work aiming to promote of the Sustainable Development goals in the national context. as factors of sick. It is obvious that if one family member is Age: 13-16 years sustainable sick, it influences all family members. Students Conceptual development that were influenced by the state of a ‘mother’ dimensions Task of the of community fall to the ground. Other possible situations: Teaching strategies Time of education lesson (Sustainable school, driver, passer, tourist. process Development Goal After this game the students fill the reflection 11) form: Cognitive Students will Game ‘Spider-web of relations’ 30 min – What role did I have? learn how the Sources: raps of a few colours. – What did I feel? different social Course of the game: students form a circle. – How I was influenced by the state of other groups influence Teacher announces the theme of the game, for persons? each others. example – economics. First student throw the rap – How the difficulties and needs of other people to another and says: “If my country has a stable influence the system of interconnections? economy, the employees have a good salary”. Beginning of the rap remains in hands of the first Behavioural Students will Students plan in groups the research work, which 40 min student. Second student takes any role related create a project will be able to help local social communities on to economic activities – for example a working for development the city-level. man. He throws the rap to another student of Sustainable For example, during the game of by keeping a part of the rap and says: “I am a Development “interconnections”, students remarked in case working man. If I have a good salary I can afford Goals of ‘tourist’ situation that in Astana there is no quality products from the shop”. Next student map of sightseeing of the city and tourists have selects, for example, the role of a shop-seller and difficulties to find their way to them. says: “I am a shop-seller. If a working man buys It was decided that students will create their a lot of products, then I have a good profit and project – a map of Astana with all sightseeing have a lot of employees”. That is how we make marked on it together with the English- the spider-web of relations, demonstrating the Russian phrasebook and telephone numbers of connections between different social groups emergency services. from each other. These connections can be Total: 110 min viewed not only from the positive (high salary, big profit, employees), but also from the negative point of view (absence of work, small salaries). It is also possible to play other roles, such as a tourist, who came to visit the city, which has no road-signed and everybody speaks foreign languages.

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Example of Educational Course 2 The main aim of this course is to integrate the education of historical material with such disciplines as literature, geography and fine arts. It will give an impulse for cognitive activities of the students. Independent studies of the problem are going to develop the Global Citizenship Education through cultural heritage (on the example of the information searching skills, which will be very important in the future. ancient settlement of Otrar) This course helps to develop student’s skills of working in group, which contributes to Age of students 7-11 classes development of respect to the opinion of other people, dialogue and patience, which means to the ‘learning to live together’. Study of such heritage site as Otrar teaches students to Total time 4 lessons understand the interconnections between ancient and modern values. Raise awareness on the history of medieval Otrar, give an opportunity to This course includes usage of various teaching instruments: art objects, literature, Purpose of see connection between medieval urban culture and culture of modern Internet and drama. They are built on the notion of mutual understanding, confidence and education Kazakhstan, and show the importance of Kazakhstan’s culture at global responsibility of the teacher and the students, which gives an opportunity to understand level. yourself and the others. Education: This course uses materials of the programme “World Cultural Heritage in hands on the 1. Students should know, how the city of Otrar was founded, where it was youth”. It means that the young generations study not only local historical heritage sites, but situated, what was its history; also their universal value. Tolerant and careful treatment of historical and natural heritage 2. Understand ancient functions of Otrar; sites of our country is a component of Global Citizenship Education and underlines the 3. Understand the contribution of Otrar to global culture. harmony between different communities of the world. Developing: To develop: 1. Monologues and analytical thinking; 2. Work with a map; Objectives of 3. Understanding of cause and effect relationships; education 4. Generalization and making conclusions; 5. Research work and discussion skills.

Pedagogic: 1. By studying of the cultural heritage of Kazakhstan, teaching the pride for your own country and patriotism, and Global Citizenship; 2. By forming sustainable interest to the issues by creating a bright emotional and visual perception of cultural and historical heritage; 3. By teaching rejection of violence and cruelty.

Creative: Development of intellectual skills and creativity. Type of lesson Studies of new material Methods Visual, partial studies, explanation-illustrative, reproductive.

Ancient settlement of Otrar Source: “Archaeological Expertise” LLC

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Lesson1 Lesson 2 Plan and content of the course Ancient Functions of Otrar Opening speech of the teacher Opening speech of the teacher Today we are going to talk about one of the ancient settlement of southern Kazakhstan Now we will try to understand the role of Otrar during the ancient period. – Otrar, which was nominated as component for inclusion into the UNESCO World Cultural Teacher asks a question: “What do you think? What types of activities could be Heritage List. You are going to know about historical importance of this city that doesn’t developed near the big rivers of Syrdarya and ”? Answer – agriculture. Otrar was existed any more. the centre of a big agricultural area. This idea was proved by the discovery of the ancient “Otrar” was the name of a well-known medieval city of the East, which was mentioned remains of the grain dated by VI-VII centuries. However, agriculture was not the only in numerous historical sources. activity of local citizens. During this course you will know following: Teacher asks a question: “Look on the photos of the archaeological objects and guess, 1. Location of Otrar; what was the other activity developed in the city of Otrar”? 2 Ancient functions of Otrar; 3. History of the destruction of Otrar; 4. Historical importance of Otrar. Watching the ‘YouTube’ clip – «Otrar: city saturated with history!»: https://www. youtube.com/watch?v=6fjF7hG5coQ Discussion: location of Otrar. Teacher shows the location of Otrar on the map. Teacher asks the questions: “Look, on the influx of which rivers stands the ancient settlement of Otrar”? Answer – Syrdarya and Arys. Task: Take the contour maps and match location of the ancient settlement of Otrar and sign its name. Work with the contour map: students fill the contour maps.

Answer – crafts. Otrar was the centre of agricultural and crafting activities.

Teacher asks a question: Take a look once again on the map. What mountain ranges lie on the East of the city of Otrar? Answer – Mountain Range of Karatau. Mountains were the natural fortresses in the case of the advancing of enemies from the steppe. As the city is situated next to the mountain region, Karatau was a supporting fortress for nomads that lived in the Syrdarya River region. Teacher asks a question: “Take a look on the archaeological objects that were found on the territory of Otrar. How these objects can be interconnected? What can reunite them”? Answer – connection with the trading activities. Otrar was a centre of trade. It Archaeological excavations on the territory of Otrar was situated on the crossroad of the trade itineraries of the Great Silk Road. The city had Source: “Archaeological Expertise” LLC

102 103 EXAMPLE OF EDUCATIONAL COURSE 2 a few gates. Camel caravans were coming to the city during the night and the day from Lesson 3 different parts of the world: − Russian merchants from the West; History of Destruction of Otrar − Mongol and Chinese travellers from the East; − Arab merchants from Bukhara and Shash (Tashkent) from the South; Opening speech of the teacher − Bashkirs and Yakuts from the North. Now we will try to identify the reasons of the destruction of the city of Otrar. These caravans were transporting vessels, textile, exotic animals, dried fruits, During its long history, Otrar was destroyed several times, but local citizens were jewellery and book to the city. Therefore, Otrar played the function of a centre of trade. rebuilding it again and again. Many legends and tales were made about the history of Capital is always an administration or managing centre of the region. Otrar was Otrar. One of the most existing is the legend of the destruction of the city of Otra by the undoubtedly the centre of culture and sciences during the V-XV centuries. Mongol army of Genghis Khan. Teacher asks a question: “Do you remember which distinguished scholar was born in Listen to the tale on the destruction of Otrar and prepare your impressions on this this city”? Answer – Abu Nasyr al-Farabi. His name has the information on the place of event. his birth – city of Farab, which was the second name of Otrar that was used during the ancient period. 1st student Teacher asks a question: “Abu Nasyr al-Farabi, for what is this name well-known”? «In the beginning of XIIIth century Genghis Khan – Mongol ruler reunited a huge army Answer should be given in form of a snowball game – each volunteer should name one of and started a series of expansion campaigns against the neighbouring countries. He was very his merits to have his portrait in the end. carefully prepared to the war because of the help of spies and merchants that were collecting However, not only al-Farabi praised Otrar. In the city there were several madrasah the information of the countries for future invasions. In spring 1218 Genghis Khan send a or the eastern universities. Their professors were very educated and gave their lives to trading caravan to the Central Asia. It consisted of 500 camels with silver, gold, silk, furs and the science. These universities tought such disciplines as geography, philosophy and other goods, and 450 persons, including a lot of Mongol spies that joined the merchants by astronomy, and such ancient authors as Aristotle, Plato and al-Farabi. order of Genghis Khan. In the middle of 1218 the huge caravan came to Otrar. Local ruler Books have been transported to Otrar from around the world. They have been kept Khair khan was worried by a strange behaviour of these merchants, imprisoned and killed in the city’s library. Library of Otrar was known around the world because of some its them. The caravan was depredated and the whole treasure of killed was taken by Khair khan. rare and valuable books. It has raised a lot of masterminds. However, the library was Only one man escaped and brought the information on the massacre to Genghis Khan». destroyed. According to the legend it was burnt down by warriors of Genghis Khan. Only few books were saved by local citizens. They put them into the jars and buried into the 2nd student ground. In our days, the President of the Republic of Kazakhstan initiated the research «Historical sources are not giving the exact information on when the Mongol army reached and restoration of the ancient books of the Otrar Library in the capital of our country – the walls of Otrar. Ruler of Otrar Khair khan knowing that there will be no mercy from Astana. Mongols had to fi ght until the last moment. He had 20000 warriors. Ruler of Khorezm gave him another 50000 warriors. After fi ve month of heroic defence of Otrar, one of the military Task: fill the table “Functions of Otrar”. Examples of functions: chiefs – Karash became demoralized and left the city with 10000 warriors and surrendered − Well-known eastern medieval city; to Mongols. Ugedei and Chagatai – sons of Genghis Khan executed the traitors, but Mongols − First settlement appeared in this region over 2000 years ago; entered into the city and started the pillage». − Capital of Turkic territories during VI-VII centuries; Watching the ‘YouTube’ clip – «Destruction of Otrar» − Main city of Syrdarya Region during IX-X centuries; https://www.youtube.com/watch?v=OAHonv3eSBI − Trading and economic centre; Individual reading: «Otrar poem about defeated winner or the error of Genghis − Historically known as Farab or Oyrantibe; Khan» by Mukhtar Shakhanov. − City on the Great Silk Road; Discussion with students: Opinion on the destruction of the city. What could have − Scientific centre. saved the city?

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Lesson 4 their projects. Time for presentation: 3-5 minutes. Historical importance of Otrar ‘Experts’ asks their questions. All groups will have 1 minute to prepare their answers. Time for answer: 30 seconds. Opening speech of the teacher ‘Experts’ can ask 3-5 questions. Today the study of historical heritage of Otrar is one of the most important scientific In the end the speaker asks one representative of each group and experts to give their tasks. opinions on the discussion. Teacher asks a question: “Why”? Examples of the student answers: − Otrar – centre of urban civilization of ancient Kazakhstan; − Big centre on the Great Silk Road, centre of crossroads of a few different cultures: European, Chinese and Oriental; − Otrar gave us a great scientist encyclopaedist Abu Nasyr al-Farabu; − It was a place of intercommunication between the nomad and agricultural culture; − It was a place with the ancient irrigation constructions, channels and dumb.

All above-mentioned information shows the Otrar and Otrar Oasis as one of the valuable archaeological, historical and architectural sites of world cultural importance. Cultural heritage is under special attention in modern Kazakhstan. In August 2011, the Government of the Republic of Kazakhstan and UNESCO signed an agreement on ‘Conservation and restoration of the ancient settlement of Otrar’. This project was financially supported by Japan and involves some world-wide-known foreign and Kazakhstan’s specialists. They were trying to restore and protect the history and culture of the outstanding ancient city for modern and future generations. They have also made some excavations that helped to recreate the view of the ancient city and to imagine the lifestyle of that period. Rich and unique material on urban development, construction and crafts was gathered as the result of excavation works, which gave an idea on local urban life and culture during the almost 2000 year old history of Otrar.

Discussion with ‘objectors’ For this task students form in two groups (each group should propose their own project for restoration, conservation, protection and further using of the historical heritage of the ancient settlement of Otrar). Time: 5-7 minutes. Two students play the role of ‘invited experts’ that for one reason or another are not agree with the proposals of other students. For these 5-7 minutes, they should prepare some questions to show the absence of need to conserve the World Heritage sites. For example: “Maybe it will be better to take the financial source for conservation of the ancient settlement of Otrar and give it for the construction of the cinemas that will show the historical movies and fundraising concerts for development of the culture of the region”? One of the towers of the ancient settlement of Otrar Speaker (teacher or one of the students) gave the floor to the groups that will present Source: “Archaeological Expertise” LLC

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Test (understanding of lesson material) 8. What was the reason of the destruction of Otrar? − Treason of allies; 1. On the influx of which rivers stood the ancient settlement of Otrar? − Lack of weapons; − Amudaria and Syrdarya; − Despair of the population; − Talas and Shu; − Superiority of Mongol army. − Syrdarya and ; − Syrdarya and Arys. 9. What was the historical value of Otrar? − Centre of urban civilization; 2. What functions had the ancient Otrar (mark the wrong option)? − Place of construction of the ancient irrigation systems; − Centre of trade; − Mixture of various cultures; − Centre of crafts; − All options are correct. − Centre of cattle breading; − Centre of agriculture. 10. Which scientist was originally from Otrar? − Ahmed Yasawi; 3. Was Otrar situated on the Great Silk Road? − Makhmud Kashgari; − Right; − Yusuf Balasaguni; − Wrong. − al-Farabi.

4. What was the ancient name of Otrar? Results of the course − Suyab; Reflection: − Farab; Today I have learned… − Taraz; It was interesting to… − Sairam. It was difficult to… I understood that… 5. What made Otrar a supporting fortress for nomads? I felt that… − Proximity of rivers; I was surprised that… − Proximity of Karatau Mountains; Course gave me for life... − Itineraries of the Great Silk Road; − Absence of other cities. Home-work: Watching the ‘YouTube’ clip: https://www.youtube.com/watch?v=DIqrMi_npK4 6. What happened to the population of Otrar after the victory of Mongols? − They were taken as prisoners; − They were killed; − They were released; − There is no information about it.

7. For how long lasted the siege of Otrar? − 3 months; − 4 months; − 5 months; − 6 months.

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Annex: Potential of Intangible Heritage over the Global heritage significantly easier. In 1994, UNESCO World Heritage Centre and UNESCO Associated Schools developed Citizenship Education an interregional project “Young People’s Participation in World Heritage Preservation and Promotion”. This project aimed to development of education programmes to inform In spite of the fact that the present population aims first of all to demonstrate the the young generation on the issue of unique natural and cultural heritage site, as well potential of tangible heritage sites for Global Citizenship Education, intangible heritage as engage the youth in practical activities in field of conservation of World Heritage. also has this kind of potential. As an annex, this publication provides a brief study of potential of intangible heritage of the Republic of Kazakhstan for the Global Citizenship Education.

Introduction History of humanity can be seen as a history of creative ideas, which is the inexhaustible driving force and food for reflection on the issue of development of countries and nations. Beautiful natural landscapes, historical and cultural heritage sites initially were the eyewitnesses of the history. However, the cultural heritage of any given community is composed not only by its tangible forms. Humans are the most important heritage of their cultures, which means that the true common heritage of the humanity is its creative diversity. Protection of cultural heritage demonstrates an outstanding approach to the history, traditions and achievements of the civilization. Cultural development includes the dialogue promoting the mutual reinforcing of cultures. cultures. Ancient culture of the Great Steppe, which has been using its own literacy for a long time ago (ancient Turkic, runic, and Orkhon-Yenisey scripts during the Middle Ages and Arab, Latin and Cyrilic after that), has been formed as a living being and played the role of functioning and explanation institute for oral, poetic, music and artistic creativity and heritage. Music, poesy, prosaic folk styles, speeches of ‘sheshen’ orators, shaman complex (baksylyk), and applied-decor creativity (decoration of yurts, costumes and jewels) were the priorities for the nomad culture. The dominant of nomad culture is a Human and its socialization considered as humanization. Educative and moral-ethical tendency was dominating all forms of creativity related to the word. These forms of creativity include akyn and epic styles, and music (kuy – message of God), and were dedicated to enrich and improve the world of humans and reunite it with the world of ancestors. Intangible cultural heritage was one of the main components of national culture, foundation for national consciousness, which straighten the spiritual ties between generations, and play the key role for development of modern culture of Kazakhstan48. During the Soviet period Kazakhstan’s science was studying the intangible culture heritage; however, big system studies on the issue of regeneration of ethnic and cultural memory have been studied since the inclusion of the country to Demonstration of traditional way of milling cereals with the use of milling stone UNESCO in 1992. Modern information technologies made the access to the cultural Source: “Archaeological Expertise” LLC

48 Koncepciâ ob ohrane i razvitii nematerialʹnogo kulʹturnogo naslediâ v Respublike Kazahstan: utv. postanovleniem Pravitelʹstva Respubliki Kazahstan ot 29 aprelâ 2013 goda, № 408.

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Kazakhstan actively participates and promotes the programmes that aim to protect importance of intangible cultural heritage in the society, which includes modernization cultural diversity and support of global cultural initiatives. Ratification of Convention of the education programmes. Similar project in field of establishment and testing the for the Safeguarding of the Intangible Cultural Heritage (Paris, 2003) by Kazakhstan in methods for introduction of the intangible cultural heritage elements was initiated by 2011 and establishment of the National Committee for Protection of Intangible Cultural UNESCO Office in Bangkok and has been successfully implemented since 2013 in four Heritage have largely contributed to the straightening of the state support in field of pilot State Parties – Vietnam, Uzbekistan, Pakistan and Palau (Pacific)54. restoration and development of substantial forms of public creativity. In this review, we will try to analyse the present situation and opportunities for In 2012 a group of experts of the National Committee for Protection of Intangible integration of the intangible cultural heritage elements into the school education system Cultural Heritage together with Regional Centre of UNESCO – ICHCAP49 (Seoul, South of Kazakhstan. Korea) prepared and published scientific analytic Review of Intangible Cultural Heritage of Kazakhstan50. It allowed the Ministry of culture and artistic organization to objectively evaluate the existing potential and plan concrete steps in field of promotion of cultural heritage, what became a logic continuation of the State Programme “Madeni Mura” (2004-2011), Public Idea and Patriotic Act “Mangilik El” and new state programme “Rukhani Zhangyru” 201751. In 2013, Kazakhstan accepted Concept for protection and development of intangible cultural heritage of the Republic of Kazakhstan. For now, the National List of Intangible Cultural Heritage of the Republic of Kazakhstan includes forty eight elements52. Short description of each element is given in the publication «Intangible Cultural Heritage of the Republic of Kazakhsta»53. UNESCO Representative List of Intangible Cultural Heritage of Humanity includes: Traditional knowledge and skills in making Kyrgyz and Kazakh yurts (2014); Kazakh traditional art of Dombra Kuy (2014); Aitys – art of improvisation (2015); Kazakh Kuresi (2016); Nauryz (2016); Flatbread making and sharing culture: Lavash, Katyrma, Jupka, Yufka (2016); Falconry, a living human heritage (2016) Certain successes of Kazakhstan in field of conservation of intangible cultural heritage were the results of targeted system activities initiated by National Commission of the Republic of Kazakhstan for UNESCO and ISESCO and UNESCO Almaty Cluster Office for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan: training and education workshops, international forums and scientific research conferences for intangible cultural heritage transmitters, professors and teachers. It proves the success of the initiated cultural and education scientific strategies of UNESCO. Further development of the intangible cultural heritage in Kazakhstan is guided by the Article 14 of the Convention for the Safeguarding of the Intangible Cultural Heritage that encourage the State Parties to provide the awareness raising, respect and rising

49 ICHCAP – International Information and Networking Centre for Intangible Cultural Heritage in the Asia- Pacific Region under the auspices of UNESCO 50 Intangible Cultural Heritage Safeguarding Efforts in the Asia-Pacific. Field Survey Report. International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region under the Dombra Kuy performance auspices of UNESCO. – 2012. page 133. Available online at: www.ihcap.org 51 Presented in UNESCO on October, 2017. Source: APCEIU/HEO Younghan 52 Internet-sajt Nacionalʹnogo proekta «Kulʹturnoe nasledie»: http://www.madenimura.kz/ru/culture- legacy/intangible-heritage/national-list/ 54 Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific 53 Mažitov S.F. Nematerialʹnoe kulʹturnoe nasledie Respubliki Kazahstan. – Almaty, 2016. Str. 108. Region. UNESCO Bangkok Office, 2015.

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Current state and opportunities and development of artistic perception. Some students have an opportunity to exhibit Unique ethno-cultural diversity of Kazakhstan explains by historical polyethnic and their works on the national competitions and exhibitions (‘Boyalar Piyasy’); best works multi-confessional composition of local population. In this regard, it is important to create are sent to the international competitions in India, Korea, Russia ( and Saint- opportunities for renaissance and development of ethnic cultures and interconnections Petersbourg), Belorussia, Italy and Poland. between them for the benefit of common harmony. Admission of the idea of ethno- Children International Festival “Children are painting the world” is organized together cultural education is equal to the creation of national system of education and teaching with UNESCO Cluster Office for over 15 years (since 1999); their best works are annually based on the idea of cultural and linguistic pluralism, which includes the international published in the UNESCO albums. It contributes to the fact that each year thousands of level of technique and information support in field of education and traditional cultural students of fine art schools select the profession and faith related to the fine art creativity values. Education is a factor that forms the sense of belonging to particular historic and Choreographic activities (rhythmic and choreography) are studied in the choreographic cultural tradition. schools, fine art schools, art centres and classes, and general education schools and clubs. National Programme for Development of Education and Sciences of the Republic Choreographic bands participate in the national competitions “Boztorgay”, “Kunshuak”, of Kazakhstan for 2016-2019 (approved by the Decree № 205 of the President of the “Ak kogershin” (together with bands from Kyrgyzstan, Russia and China), as well as in Republic of Kazakhstan from March 1, 2016) identifies the development of infrastructure international festivals in Bulgaria, Greece, Spain and other countries. The jury of these and introduction of the reformed content as the main priorities of the school education competitions composed eminent culture activists. system of Kazakhstan. A fast-changing world requires modern school students to know Decorative and applied arts encourage children interest to the origins of traditional how to get the information independently, analyse and use it effectively. The centre of art and familiarize with traditional creativity, working technologies and producing of this process should be not only the critical thinking, but mainly the creative potential that traditional crafts. is responsible for spiritual evolution of the society and protection of cultural diversity. The Republican art exposition of the best children works “Saving and improving the Ethno-cultural education for the preschool organization depends on the programme legacy of our grandfathers” is being organizing once in two years in frames of the Central- “Balbobek” and education programmes “Karlygash”, “Kaynar” and “Samopoznanie”. Asian crafting market organized with the support of UNESCO Almaty Cluster Office in the National statutory standard in field of education identifies the content of five disciplines Central State Museum of the Republic of Kazakhstan. It demonstrates the best works of for preschool education: health, communication, knowledge, creativity and society. textile (artistic needlework, wickerwork, macrame lace, carpet making, goblin tapestry Creative education (creativity) is implemented by studies of painting, molding, applique and embroidery), leather, woodwork, metalwork, ceramics, sculpture and other type of work and music, and includes 3-5 hours according to the age. These programmes form applied arts (application, souvenirs, straw-work, beads, polymer and natural objects etc), among the children the initial knowledge in field of history, nature, traditions and and untraditional types decorative and applied arts (fur, cork, fish bone, clay, salt dough, practices of Kazakh people and other ethnic groups living on the territory of the Republic plasticine etc). To conserve and multiply” takes place once every two years. National of Kazakhstan. historical and ethnographic education programme “National Heritage – Precious Treasor” Kazakh folk is used for development of the children music skills. During the practicing for studies of traditional technologies and production of national creative objects by of music instruments and in choreography classes and studios children not only children classes of applied arts was developed and introduced in Turkestan. familiarize with the creativity, but also have an opportunity to receive a more profound knowledge. Education with gifted children can be continued from the age of five years in the organizations of additional education programmes in field of creativity (music and fine art schools). There are annual competitions of young musicians to promote the music art, Kazakh traditional and professional music, and classic music among the youth, and identification of gifted children. Traditional master-classes of leading musicians of the country and concertmasters are taking place as part of the national competitions, as well as exchange of experience in field of music education. Students participate in the international competitions in close and far-situated foreign countries. Fine art promotes the development of common esthetical culture among the students, enlargement of their worldview, confirmation of theoretic bases of fine art,

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There are some new forms of common work of gifted children and famous artists cooperation55 in case of school education: “language and literature”, “human and society”, (master-classes and plein-airs) during the summer and winter vacations (“Creative “mathematics and informatics”, “natural sciences”, “fine arts”, “technology” and “physical workshop of young talents”, “Earth – our common home”, “World seen by adults and culture”. List of education courses that have been included into each education field of children”, “Masters of palette to the children of Kazakhstan!”, “Landscape of homeland”). activity is given in tab. 1. School students of different ages participate in development of theatre creativity (youth theatres, music theatres, theatre studios, fashion theatre). National festival- Field of education Education courses competition of children theatre bands “Young Talents of Kazakhstan” is being organized 1 Language and «», «», «Russian language», literature «Russian literature», «Native language», «Uigur/ Uzbek/Tajik since 2009 with participation of children from 14 to 18 years old. literature», «Foreign language», «Abai studies»

Fig. 1. Creative education and intangible cultural heritage 2 Human and society «», «World History», «Human Society», «Law» 3 Mathematics and «Algebra and Precalculus», «Geometry», «Informatics» Knowledge informatics education 4 Natural sciences «Geography», «Physics», «Chemistry», «Biology» 1 5 Fine arts «Fine Arts», «Music» 6 Technology «Technology» 7 Physical culture «Physical culture», «Initial Military Trainings» Respect to Tab. 1. Education field of school courses heritage and Intangible Development traditions 4 Cultural 2 of creative Tab 2. shows the eventual opportunities for integration of intangible cultural heritage skills Heritage into the school education courses56.

Field of Intangible Cultural Heritage Field of education 3 1 Oral traditions and forms of self-expression including the Language and language as a source of intangible cultural heritage literature Teaching skills and 2 Traditions, and celebrations Human and society knowledge 3 Knowledge and traditions related to the nature and universe Mathematics and informatics Phenomenon of intangible cultural heritage has no time, cultural, national, social, age and 4 Knowledge and traditions related to the nature and universe Natural sciences gender limits. It shows himself in following fi elds: 5 Performance arts; knowledge and traditions related to traditional Fine arts − (а) oral traditions and forms of self-expression including the language as a source of crafts intangible cultural heritage; − (b) performance art; 6 Knowledge and traditions related to traditional crafts Technology − (с) traditions, rituals and celebrations; 7 Traditions, rituals and celebrations Physical culture − (d) knowledge and traditions related to the nature and universe; Tab 2. Eventual opportunities for integration of intangible cultural heritage into the school − (е) knowledge and traditions related to traditional crafts. education courses Therefore, it is necessary to make parallels between the intangible cultural heritage and education, and recommend schools those fields, where their creative union is possible. Actual typical education programmes of general education organizations (approved by the Ministry of Education and Sports of the Republic of Kazakhstan, 03.04.2013, №115 with amendments and additions as of 27.07.2017 № 352) includes following fields of 55 Instruktivno-metodičeskoe pisʹmo «Ob osobennostâh organizacii obrazovatelʹnogo processa v obŝeobrazovatelʹnyh školah Respubliki Kazahstan v 2017-2018 učebnom godu» [7] 56 These separation is used by the author to simplify the understanding of giving material.

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Brief description of integration field order to implement the “Tugan Zher” programme for education organizations during the academic year 2017-2018 the disciplines of “History of Kazakhstan”, “Geography” and Language and literature “Kazakh Literature” has 5 hours for lesson on the basis of museums, cultural organizations Kazakhstan is currently implementing a unique project on unification of three and historical sites (outside the school). For rural schools that cannot afford it because of languages (Kazakh, Russian and English), initiated by the President of the Republic the lack of this kind of sites there are special video-materials. These video-materials will of Kazakhstan N.A. Nazarbayev. Implementation of this programme undoubtedly will be sent to the education departments by their preparation. contribute to the integration of Kazakhstan into the international community and Particular interest has the optional course “Regional Studies” (7 class), which will be straightening of cultural and linguistic diversity by giving equal chances to everyone introduced in 2017. This course aims to study the history and culture of the home region regardless their mother tongue. In this context, it is important to use a longstanding (small motherland), which can include identification, documentation and studies of the experience of Kazakhstan with general education schools with such languages of Intangible Cultural Heritage elements available for the school students. education as Uzbek, Uigur and Tajik. Apart English, French and German languages (at As part of the education work for “History of Kazakhstan” discipline it is recommended choice) these schools give courses of Dungan, Turkic, Polish, Kurd, Azeri, Korean, Tatar to study the calendar of UNESCO anniversaries and implementation of associated activities. 58 and other languages of ethnic groups. Language policy that targets the conservation, For example in 2017-2018 National Academy of Education named after Y. Altynsarin development and transmission of the linguistic diversity of Kazakhstan corresponds to mentioned following dates 350th anniversary of the birth of famous Kazakh bey Kazybekbi the spirit of Convention. Keldibekuly (1667-1764) and 350th anniversary of the birth of Kazakh military leader, In context of education in field of “Language and literature” school students not tarkhan, bahadur Tam Eset Kokiuly(1667-1749), who fight against Dzungar invasion. only raise their linguistic skills, but also get to know a wide socio-cultural material. For example education course “Kazakh language and literature” includes studies of classics Mathematics and informatics of Kazakh literature: B. Mailin “Days of Ait”, C. Muratbekov “Smell of the wormwood”, This education field is directed development of mathematic knowledge, algorithm, K. Sarin “Sad dombra” in a high school, and traditional tales, myths and legends in the operational and critical thinking, logic, intellectual and creative capacities of the students. beginner and middle school, which promotes protection and popularization of Kazakh Development of this school education field in context of Intangible Cultural Heritage is language and oral traditions. Course of Abai studies (9th class), introduced in 2013, aims sees as following: to promote the creative heritage of this poet and spiritual enrichment of students, and − Inclusion into the content of education courses the traditional measurement of big includes a wide range of examples of oral poet Kazakh tradition distances and time of nomads, length standards and units on the basis of human and After that it is possible to use the methods of exposition into the linguistic animal bodies; environment of Z. Erzhan based on studies of national epos and introduction of big − Understanding of the notion of sacral numbers in Kazakh culture; approved projects of “Koblandy – by heart” initiated by Z. Erzhan and Z. Naurzbayeva − Elements of geometric knowledge of nomads (division of the world on three for school and optional course of literature57. As part of this project, the authors developed composed parts: upper, middle and lower, symmetry of ancient kurgans, architectural an education and method manual and CD-disks with the text of the epos in form of poetic constructions, their orientation in the environment etc); 59 and performances. There is also an idea to use the experience of the school of young akyns − Wide usage of Kazakh traditional intellectual game of ‘Togyz Kumalak’ – shepard “Tastulek” developed on the basis of the library named after A.S. Pushkin (Almaty, head – algebra that aimed to development of logics and ingenuity. akyn Gulnur Zulkarshyn). Natural sciences Human and Society Education process in this field forms the understanding of natural phenomenon and This education field aims to form the historical consciousness and thinking among laws, presents scientific methods of understanding of the nature, and allows perceiving the school students in order to connect present and past societies. From the point of view of intangible cultural heritage, it includes the history of development of Kazakh 58 Ob osobennostâh organizacii obrazovatelʹnogo processa v obŝeobrazovatelʹnyh školah Respubliki oral and poetic tradition, creativity and biographies of famous akyns, zhyrau and beys. In Kazahstan v 2017-2018 učebnom godu: Instruktivno-metodičeskoe pisʹmo. – Astana: Nacionalʹnaâ akademiâ obrazovaniâ im. I. Altynsarina, 2017. Str. 370. 59 «Togyz Kumalak» means «nine spools». For the trainings it is possible to use online application ‘Master 57 Eržan Z., Naurzbaevoj Z. Učebno-metodičeskoe posobie «Koblandy – naizustʹ»: http://kieli7su.kz/index. togyzkumalaka‘ for smartphones and pads. This application has several levels of difficulty from ‘beginner’ php/koblandymenu/methodsmenu/194-koblandy-batyr-uchebno-metodicheskoe-posobie to ‘master’.

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not only the world of nature, but also our place in it. Here it is possible to recommend the knowledge on the life necessities of Kazakh people, time and geographic locations of seasonal migrations, and knowledge about the nature, Universe, household items, nutrition, cattle-breading and house management related to the nomadizm. Lessons of “Everything on our origins (basics of genetics)”, “Pearl of Universe (course for the girls of 7-9 classes)” and others of the education discipline of “Biology” can be used to actualize traditional knowledge of “Zhety ata” (seven generations of ancestors) and Shezhire, life stages according to the Tengrian calendar (‘mushel’) and many others. Lesson of “geography, history, creativity: crossroads and cooperation” of the education discipline of ‘Geography’ can be used to actualize traditional ecological knowledge, rules and principles of the usage of natural resources by the nomad society, sacral geography elements and others. Studies of natural, historical and cultural reserved sites of Kazakhstan can have a big importance in this case..

Creativity and technologies Education process traditionally includes creativity, which forms and develops emotional, moral and censor culture among the students, motivate to see, price and create the works of art, and focus development of imagination and creative skills. Traditional art of ancient nomads (music, story-telling, and decorative and applied art) recently became one of the most important part of creative education, because of it philosophical, esthetical and ethic potential. Education discipline of “Technology” has a well-formulated work in field of technology of artistic treatment of various materials (wood and metal) and elements of traditional decorative and applied art of Kazakh people. Integration of Intangible Cultural Heritage into the context of this part of school education is seen in form of master-classes in the following fields: − Traditional decorative and applied art including disappearing elements (needlework technique of ‘biz keste’ etc); − Traditional music, and oral and poetic traditions; − Eventual participation of students and targeted organization of various cultural events and festivals on Intangible Cultural Heritage elements.

Physical culture This education course opens wide opportunities for traditional sport games – ‘asyk atu’, ‘arkan-tartu’ and many others adapted to modern schools. It is reasonable to implement various competitions and festivals of national games of the multiethnic population of Kazakhstan. Students of the School of Fine Arts and Technical Design named after A. Kasteev during the lecture on the territory of the necropolis of (one of the sites of World Heritage Tentative List of Kazakhstan). Sources: “Archaeological Expertise” LLC

120 121 Conclusion Many achievements were made for more than twenty years of active cooperation between Kazakhstan and UNESCO; even more plans of further work are planned for the future, including the sector of Intangible Cultural Heritage. Education, science and culture are one of the mains components of international policy of UNESCO and so-called ‘formula of success’ for sustainable development of any country including Kazakhstan. Common efforts together with UNESCO in field of protection and development of Intangible Cultural Heritage in Kazakhstan are the indispensable components of the state policy in field of education including school education. Considerable efforts for further straightening of Intangible Cultural Heritage in context of school education were made by the state programmes and conceptual ideas “Mangilik el”, “Rukhani zhangyru” and “Tugan zher – Tugan el” initiated by the President of the Republic of Kazakhstan N.A. Nazarbayev for protection of cultural national code and identity. Analysis of the content of the school education fields show that certain elements of Intangible Cultural Heritage are being introduced into the education process through academic courses, research and homework activities, additional education and optional courses. This chapter allows identification of several priority direction for consolidation of state activities, cultural and education organizations, representatives of the professor community, and civile society institutes. On the national level, it is reasonable to encourage studies directed to identify the role of cultural heritage for development of creative potential and raising the quality of human resources identification of the priorities of the state’s cultural and education policy of the Republic of Kazakhstan, which should form the centre of the innovation concept of education. It is important to immediately develop and find financial support to budget-supported and education organizations, encourages initiative support and sponsorship of the creative education organizations, including local and self-employed art organizations. It is recommended to support establishment and active cooperation between the chairs, networks and observatories of UNESCO in field of explanation of the education methodical support, promotion of the leading experience for cultural heritage, and use cooperation with TURKSOY in field of encouraging the development of traditional types of Intangible Cultural Heritage, including education process. Yet many things depend on the initiative of teachers of general education schools and professors of additional education, from their desires and creative experience.

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Manual for teachers of general secondary and high school education programmes.

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